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Gift  of  Seymour  B.  Durst  Old  York  Library 


Digitized  by  the  Internet  Archive 

in  2013 


http://archive.org/details/schoolbuildingsgOOuniv_0 


The  University  of  the  State  of  New  York 


The  State  Department  of  Education 
School  Buildings  and  Grounds  Division 


251692 


SCHOOL   BUILDINGS  AND  GROUNDS 


The  General  Society  of 
Mechanics  and  Tradesmen 
of  the  City  of  I\lew  York 
Reference  Section 


Volume  J  of  the  eleventh  annual  report  of  the  State 
Department  of  Education 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


Regents  of  the  University 
With  years  when  terms  expire 

(Revised  to' July  i,  1917) 

1926  Pliny  T.  Sexton  LL.B.  LL.D.  Chancellor       -       .       _  Palmyra 

1927  Albert  Vander  Veer  M.D.  M.A.  Ph.D.  LL.D. 

Vice  Chancellor  Albany 

1922  Chester  S.  Lord  M.A.  LL.D.    -----  Brooklyn 

1918  William  Nottingham  M.A.  Ph.D.  LL.D        _       _       -  Syracuse 
1921  Francis  M.  Carpenter     ------  Mount  Kisca 

1923  Abram  L  Elkus  LL.B.  D.C.L.       -----  New  York 

1924  Adelbert  Moot  LL.D.      ------  Buffalo 

1925  Charles  B.  Alexander  M.A.  LL.B.  LL.D.  Litt.D.      -  Tuxedo 

1919  John  Moore     -       --       --       --       -  Elmira 

1928  Walter  Guest  Kellogg  B.A.  LL.D.     -       -       -       -  Ogdensburg 

1920  James  Byrne  B.A.  LL.B.  LL.D.        -       -       -       -  New  York 

1929  Herbert  L.  Bridgman  M.A.      -----  Brooklyn 

President  of  the  University  and  Commissioner  of  Education 

John  H.  Finley  M.A.  LL.D.  L.H.D. 

Deputy  Commissioner  of  Education  and  Assistant  Commissioner  for  Elementary  Education 

Thomas  E.  Finegan  M.A.  Pd.D.  LL.D. 

Assistant  Commissioner  and  Director  of  Professional  Education 

Augustus  S.  Downing  M.A.  L.H.D.  LL.D. 

Assistant  Commissioner  for  Secondary  Education 

Charles  F.  Wheelock  B.S.  LL.D. 

Director  of  State  Library 

James  L  Wyer,  Jr,  M.L.S. 

Director  of  Science  and  State  Museum 

John  M.  Clarke  Ph.D.  D.Sc.  LL.D. 

Chiefs  and  Directors  of  Divisions 
Administration,  HiRAM  C.  Case 

Agricultural  and  Industrial  Education,  Layton  S.  Hawkins  M.A. 

Archives  and  History,  James  Sullivan  M.A.  Ph.D. 

Attendance,  James  D.  Sullivan 

Educational  Extension,  William  R.  Watson  B.S. 

Examinations  and  Inspections,  George  M.  Wiley  M.A. 

Law,  Frank  B.  Gilbert  B.A.,  Counsel 

Library  School,  Frank  K.  Walter,  M.A.  M.L.S. 

School  Buildings  and  Grounds,  Frank  H.  Wood  M.A. 

School  Libraries,  Sherman  Williams  Pd.D. 

Visual  Instruction,  Alfred  W.  Abrams  Ph.B. 


The  University  of  the  State  of  New  York 
the  state  department  of  education 

ALBANY 

SCHOOL  BUILDINGS  AND  GROUNDS  DIVISION 

July  6,  1917 

Dr  John  H.  Finley 

President  of  the  University  and  Commissioner  of  Education 

Dear  President  Finley: 

I  beg  to  submit  for  publication  manuscript  bearing  the  title  "School 
Buildings  and  Grounds  of  New  York  State,"  with  numerous  illustrations 
of  plans  and  views  of  interiors  and  exteriors  of  buildings  that  have  been 
constructed  since  the  enactment  of  the  school  building  law  in  1904,  together 
with  various  illustrations  of  school  grounds,  outdoor  gymnasiums,  play- 
grounds, athletic  fields  and  school  gardens. 

In  addition  to  material  for  general  information  and  guidance,  the 
book  embodies  the  law  governing  the  approval  of  plans  for  school  buildings 
and  the  rules  and  regulations  of  the  Board  of  Regents  adopted  pursuant 
thereto. 

In  the  preparation  of  the  text,  suggestions  and  criticisms  have  been 
freely  sought  from  specialists  in  various  fields,  and  sympathetic  and  help- 
ful responses  have  been  as  freely  given.  Appreciative  acknowledgments 
are  hereby  extended  to  all  who  have  thus  aided  in  this  undertaking,  and 
to  the  architects  who  have  freely  and  graciously  responded  to  requests 
for  illustrations. 

In  making  selections,  it  has  been  the  object  to  represent  schools  of 
all  sizes,  types  and  kinds  in  every  section  of  the  State.  This  publication 
will  therefore  represent  actual  working  conditions  rather  than  ideal  con- 
ditions. A  comparison  of  the  illustrations  will  give  an  idea  of  the  progress 
and  development  in  school  building  construction  since  the  beginning  of 
the  period  under  the  school  building  act  and  the  unification  of  the  .educa- 
tional departments,  which  took  effect  the  same  year  and  approximately 
the  same  date. 

Very  respectfully  yours 

Frank  H.  Wood 
Chief,  School  Buildings  and  Grounds  Division 


5 


March  /,  /p/J 

Hon.  Thaddeus  C.  Sweet 

Speaker  of  the  Assembly 

Assembly  Chamber 

Alba7iy,  N.  Y. 

Sir: 

Pursuant  to  law,  volume  3  of  the  annual  report  of  the  Education 
Department  for  1915,  entitled  "  School  Buildings  and  Grounds  of  New 
York  State  1904-15,"  is  herewith  transmitted  to  the  Legislature. 

Very  respectfully  yours 

St  Clair  McKelway 

Chancellor  of  the  University 

John  H.  Finley 

Commissioner  of  Education 


6 


INTRODUCTION 


If  a  democracy  were  to  choose  a  symbol  that  would  best  represent  its 
aspiration  and  give  record  and  promise  of  its  achievement,  it  must  select  a 
schoolhouse.  Without  the  schoolhouse  and  its  ministries  it  is  hardly  con- 
ceivable that  there  could  be  an  enduring  self-governing  state.  A  collection 
such  as  this  has  more  than  its  practical  value  in  giving  illustration  and 
advice  as  to  methods  of  heating,  lighting,  ventilation,  ornamentation,  etc., 
for  it  gives  intimation  and  material  measure  of  the  higher  purpose  of  the 
State,  and  a  visible  representation  of  the  spirit  of  the  communities  in  which 
these  houses  stand.  It  is  a  splendid  material  advance  that  this  collection 
illustrates,  and  Mr  Wood  is  to  be  congratulated  not  only  upon  what  he  has 
here  gathered  but  upon  the  work  of  years  which  has  helped  to  make  such  a 
collection  possible. 

It  is  published,  however,  not  as  a  record  but  as  an  incentive  and  as  a 
guide  in  future  building,  in  giving  more  adequate  space  and  more  beautiful 
form  to  that  provision  through  which  one  generation  seeks  to  make  the  next 
one  a  better  one.  And  as  the  proper  instruction  of  our  boys  and  girls  is  the 
highest  and  most  important  function  in  which  the  home,  the  community 
and  the  state  unite,  the  school  building  and  grounds  of  every  locality  should 
be  a  concrete  expression  of  its  highest  ideals,  a  translation  into  visible  form 
of  the  best  thoughts  of  the  best  minds,  the  outgrowth  and  consummation 
of  all  that  it  can  conceive  and  do  for  the  physical,  intellectual  and  spiritual 
needs  of  its  youth. 

The  schoolhouse  and  grounds  should  also  be  the  comm.on  center  of 
interest  and  helpfulness  for  the  entire  community,  the  one  place  where  all 
may  take  pride  in  meeting,  on  a  common  level,  with  equal  rights  and  with 
common  aims,  hopes  and  aspirations;  the  one  place  where  all  may  freely 
join  in  whatever  will  minister  to  the  social,  industrial,  educational  and  spir- 
itual welfare  of  the  community. 

The  school  building  must  be  roomy,  comfortable  and  sanitary,  with 
ample  facilities  for  the  proper  development  of  all  essential  educational 
activities.  It  should  be  attractive  within  and  without,  elevating  in  its  effect 
on  the  esthetic  sense,  worthy  of  inspiring  respect  and  reverence  for  itself  as 
well  as  for  what  it  represents;  and  to  that  end,  I  am  hoping  that  we  may 
develop  architectural  types  more  beautiful  than  some  that  are  represented 
here.  The  grounds  should  be  large  and  well  located,  with  liberal  provision 
for  play  and  physical  training,  and  when  practicable  with  abundant  expanse 
of  lawn  interspersed  with  trees,  shrubbery  and  flowers.  If  only  one  place 
in  any  district,  be  it  country,  village  or  city,  can  be  made  beautiful  and 
attractive,  adorned  with  nature's  and  man's  best,  let  it  be  the  school  grounds. 


8  THE    UNIVERSITY  OF  THE    STATE   OF    NEW  YORK 

As  a  people,  we  have  been  backward,  not  to  say  inexcusably  negligent,  in 
the  realization  of  these  ideals.  Only  thirteen  years  have  passed  since  special 
legislation  governing  school  building  construction  in  this  State  was  enacted. 
Happily  within  this  period  great  progress  has  been  made  in  the  character 
and  number  of  new  school  buildings  and  in  the  selection  and  improvement 
of  school  sites.  Within  this  time,  distinct  types  of  school  buildings  have 
been  developed  that  mark  an  epoch  in  construction;  plans  have  been  form- 
ulated and  are  being  put  into  execution  for  the  improvement  of  school 
grounds  that  give  promise  of  ultimate  revolution  in  the  general  character 
of  school  surroundings. 

It  is  the  object  of  this  volume  to  visualize  some  of  these  improvements, 
to  point  out  so  far  as  practicable  the  development  that  has  taken  place  dur- 
ing the  period  in  question  and  to  illustrate  the  efforts  which  communities 
small  and  large  are  putting  forth  to  give  expression  to  their  ideals  of  the  kind 
of  school  homes  their  children  should  have.  A  table  at  the  close  tells 
what  new  and  remodeled  buildings  have  been  credited  to  each  district  and 
municipality  of  the  State  and  the  cost  thereof.  It  is  an  expenditure  of 
magnificent  proportions,  worthy  of  a  prosperous  and  progressive  people. 
It  is  an  exhibit  that  augurs  well  for  the  early  elimination  of  the  old,  unsani- 
tary type  of  school  building  that  has  been  with  us  so  long. 

An  examination  of  the  cuts,  diagrams  and  pictures  reveals  a  growing 
tendency  to  make  the  school  a  community  center.  This  may  be  seen  in 
the  provision  for  auditoriums  and  rooms  for  general  assembly,  in  the  equip- 
ment for  projection  lanterns  and  moving  pictures.  It  also  finds  expression 
in  the  selection  and  improvement  of  school  grounds,  an  excellent  exemplifi- 
cation of  which  may  be  seen  in  the  Salamanca  illustration,  where  the  school 
district  and  the  municipality  entered  into  an  understanding  whereby  they 
purchased  large  adjoining  tracts  and  formed  a  combined  public  and  school 
park. 

The  illustrations  of  outdoor  and  indoor  gymnasiums,  playgrounds  and 
athletic  fields  point  to  the  growing  interest  in  physical  training  and  an 
appreciation  of  its  place  and  value  in  the  school  curriculum. 

The  illustrations  of  science  laboratories  and  vocational  activities  indicate 
the  growth  and  development  of  these  important  departments  in  recent 
years.  Numerous  other  illustrations  tell  of  the  efforts  to  make  school 
buildings  safe  and  sanitary. 

It  is  hoped  that  this  publication  will  prove  an  encouragement  to  those 
communities  that  have  already  put  forth  their  best  efforts  and  an  aid  and 
incentive  to  others  to  do  likewise. 

I  John  H.  Finley 


The  General  Society  of 
Mechanics  ard  Tradesmen 
of  the  City  of  New  York 
Reference  Section 

SCHOOL  BUILDINGS  AND  GROUNDS 

I 

SCHOOL  BUILDING  ACT  251692 

(Sections  451  and  452  of  the  Education  Law  as  amended  by  chapter  140  of  the 

Laws  of  1910) 

Section  451  Plans  and  specifications  of  school  buildings  must  be 
approved  by  Commissioner  of  Education,  i  No  schoolhouse  shall  here- 
after be  erected,  repaired,  enlarged  or  remodeled  in  a  city  of  the  third  class 
or  in  a  school  district,  at  an  expense  which  shall  exceed  $500,  until  the 
plans  and  specifications  thereof  shall  have  been  submitted  to  the  Com- 
missioner of  Education  and  his  approval  indorsed  thereon.  Such  plans 
and  specifications  shall  show  in  detail  the  ventilation,  heating  and  lighting 
of  such  buildings. 

2  The  Commissioner  of  Education  shall  not  approve  the  plans  for 
the  erection  of  any  school  building  or  addition  thereto  or  remodeling  thereof 
unless  the  same  shall  provide 

a  At  least  15  square  feet  of  floor  space  and  200  cubic  feet  of  air  space 
for  each  pupil  to  be  accommodated  in  each  study  room  or  recitation  room 
therein. 

b  For  assuring  at  least  30  cubic  feet  of  pure  air  every  minute  per  pupil. 
c  The  facilities  for  exhausting  the  foul  or  vitiated  air  therein  shall  be 
positive  and  independent  of  atmospheric  changes. 

3  No  tax  voted  by  a  district  meeting  or  other  competent  authority 
in  any  such  city  or  school  district  exceeding  the  sum  of  $500  shall  be  levied 
by  the  trustees  until  the  Commissioner  of  Education  shall  certify  that 
the  plans  and  specifications  for  the  same  "comply  with  the  provisions  of 
this  section. 

452  Halls,  doors,  stairways,  staircases  etc.  i  All  schoolhouses  for 
which  plans  and  detailed  statements  shall  be  filed  and  approved,  as  required 
by  the  preceding  section,  shall  have  all  halls,  doors,  stairways,  seats,  pas- 
sageways and  aisles  and  all  lighting  and  heating  appliances  and  apparatus 
arranged  to  facilitate  egress  and  afford  adequate  protection  in  cases  of  fire 
or  accident. 


9 


lO  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

2  All  exit  doors  shall  open  outwardly,  and  shall,  if  double  doors  be 
used,  be  fastened  with  movable  bolts  operated  simultaneously  by  one 
handle  from  the  inner  face  of  the  door. 

3' No  staircase  shall  be  constructed  with  winder  steps  in  lieu  of  a 
platform  but  shall  be  constructed  with  straight  runs,  changes  in  direction 
being  made  by  platforms.  No  door  shall  open  immediately  upon  a  flight 
of  stairs,  but  a  landing  at  least  the  width  of  the  door  shall  be  provided 
between  such  stairs  and  such  doorwa3^ 


251692 

2 

SUMMARY  OF  REGULATIONS  GOVERNING  THE  APPROVAL 

OF  PLANS 

Submission  of  Plans 

1  The  plans  and  specifications  must  be  submitted  in  duplicate.  After 
approval  by  the  Commissioner  of  Education,  one  set,  ofiicially  indorsed, 
will  be  sent  to  the  local  trustee  or  board  of  education;  the  other  set  will 
be  filed  in  the  Education  Department.  The  set  returned  is  the  property 
of  the  district,  and  in  a  union  free  school  district  should  be  filed  with  the 
clerk  of  the  board  of  education;  in  a  common  school  district,  with  the 
district  clerk. 

2  The  plans  must  be  submitted  on  paper  not  more  than  36  inches 
wide  and  must  show  in  detail  the  ventilation,  heating,  lighting  and  plumbing. 

3  The  size  of  the  rooms  (length,  breadth  and  height)  and  the  number 
of  individual  desks  to  be  placed  in  the  rooms  must  be  indicated. 

4  Prior  to  approval  the  following  schedule  of  items  must  be  supplied: 
a  The  name  of  the  town  and  the  number  of  the  district,  or  the  name 

of  the  city,  the  name  and  address  of  the  trustee,  or  in  a  union  free  school 
district,  of  the  clerk  of  the  board  of  education. 

b  An  official  statement  showing  that  an  appropriation  for  the  con- 
struction of  the  building  has  been  voted  by  the  district  or  authorized  by 
the  municipality,  and  that  the  plans  have  been  adopted  for  use  by  the 
trustee  or  board  of  education. 

c  A  map  of  the  site  showing  its  shape  and  size,  the  contour  of  the  sur- 
face of  the  ground,  and  the  location  of  trees  or  other  buildings  thereon  and 
of  any  adjacent  buildings  on  adjoining  properties,  together  with  a  block 
plan  of  the  proposed  new  building  in  its  proper  relative  position. 

d  Number  of  cubic  feet  in  the  building^;  estimated  cost  per  cubic 
foot;  total  number  of  pupils  building  will  accommodate;  amount  of 
appropriation. 

^  The  number  of  cubic  feet  of  contents  must  be  computed  from  the  lowest  level  or  levels  ot  the  finished  floor 
(whether  first  floor,  basement  or  cellar)  to  the  average  height  of  the  roof,  calculated  from  eaves  to  topmost  point, 
including  cubic  contents  of  all  such  substantial  projections  as  bays,  porches,  chimneys,  towers  and  cupolas,  but 
not  including  ornamental  work  such  as  cornices  or  pilasters  or  bulkheads  or  tank  inclosures. 

Where  unusual  conditions  are  encountered,  in  constructing  foundations,  such  as  rock  excavation,  piling  or 
unusual  grade  conditions,  the  cost  thereof  should  be  estimated  separately. 

II 


12  THE   UNIVERSITY  OF  THE   STATE  OF  NEW  YORK 

5  It  shall  be  the  duty  of  architects  to  see  that  the  terms  of  the  general 
contract  and  of  all  supplementary  contracts  are  so  drawn  as  to  protect 
the  district  from  any  additional  expenditures  by  reason  of  changes  in  the 
plans  and  specifications  that  any  contractors  or  subcontractors  may  make 
on  their  own  initiative,  or  that  may  become  necessary  to  carry  out  effect- 
ively the  plans  and  specifications  as  originally  approved  and  adopted. 

6  Specifications  must  not  limit  the  district  to  the  purchase  of  products 
of  any  particular  manufacturer  to  the  exclusion  of  products  of  like  quality 
of  other  manufacturers. 

7  After  the  contracts  are  duly  signed,  it  shall  be  the  duty  of  the  archi- 
tect to  report  to  the  Commissioner  of  Education  the  name  or  names  of  the 
successful  bidders  and  the  amount  or  amounts  for  which  the  contracts 
have  been  let;  also  to  furnish  a  list  of  all  the  bidders  together  with  the 
amounts  of  their  respective  bids. 

8  Upon  the  completion  of  the  building,  prior  to  the  presentation  of 
his  requisition  to  the  local  board  of  education  or  trustee  for  final  payment 
for  services  rendered,  the  architect  shall  report  to  the  Commissioner  of 
Education  the  following  facts:  {a)  date  of  completion  of  building;  (b)  total 
cost  of  building  exclusive  of  site  and  furniture;  (c)  cost  per  cubic  foot; 
(d)  cost  per  pupil  accommodated;  (e)  cost  of  site;  (/")  cost  of  furniture. 

9  Where  it  is  necessary  to  provide  special  means  for  the  disposal  of 
sewage,  the  plans  therefor  must  be  submitted  for  approval  to  the  State 
Department  of  Health. 

Fire  Protection 

1  The  unique  value  of  fireproof  construction  for  school  buildings  is 
universally  conceded  and  such  construction  is  especially  desirable  in  large 
buildings  where  many  pupils  are  assembled.  Where  conditions  render  it 
impossible  or  impracticable  to  use  fireproof  construction  throughout,  it  is 
particularly  desirable  to  have  all  walls,  both  inclosing  and  interior,  of  incom- 
bustible material,  and  to  make  the  furnace  room,  the  first  floor  and  the 
stairways  fireproof.  Frame  construction  with  inclosing  walls  of  com- 
bustible material  can  not  be  approved  except  in  rural  districts  and  in  small 
village  districts  of  comparatively  low  valuation. 

2  The  plans  and  specifications  must  clearly  show  that  proper  pro- 
vision is  made  in  all  respects  "  to  facilitate  egress  and  to  afford  adequate 
protection  in  cases  of  fire  or  accident." 

3  The  statute  requires  that  all  exit  doors  (that  is,  outside  doors)  shall 
open  outwardly.  This  statement  is  not  construed  as  applying  to  doors 
into  classrooms  and  recitation  rooms,  which  frequently  should  open  inward 


SCHOOL   BUILDINGS  AND  GROUNDS 


13 


to  prevent  interference  and  blocking  of  corridors  and  hallways,  but  all 
doors  opening  into  rooms  where  pupils  assemble  in  masses,  such  as  audi- 
toriums, general  assembly  rooms  and  gymnasiums,  should  open  outward 
unless  double  swinging. 

4  Exit  doors,  if  double,  must  be  fastened  with  antipanic  bolts. 

Lighting 

1  All  classrooms  and  study  rooms  shall  be  lighted  from  one  side  only, 
the  pupils'  left,  unless  special  conditions,  such  as  width  of  room,  render 
it  impossible  or  inadvisable;  in  such  event  supplemental  light  may  be 
admitted  from  the  rear,  but  no  window  should  be  placed  in  the  rear  directly 
opposite  the  teacher's  desk. 

2  The  windows  must  be  grouped  together  as  nearly  as  possible  on  the 
pupils'  left  so  that  the  light  may  be  massed,  thereby  insuring  a  compara- 
tively even  distribution  of  it  on  all  study  desks.  Any  considerable  area 
on  this  side  without  window  surface  should  be  at  either  extremity  of  it. 

3  The  ratio  of  window  surface  to  floor  surface  must  be  at  least  one 
to  five.  If  the  main  light  comes  from  the  north  or  from  a  side  of  the  build- 
ing which  is  much  shaded,  the  ratio  should  be  one  to  four. 

In  the  remodeling  of  old  buildings  some  allowance  is  permissible  for 
the  use  of  prism  glass  in  the  upper  sash  if  other  conditions  are  favorable. 

4  In  all  class,  study  and  recitation  rooms  the  windows  must  have 
square  heads  and  no  transoms  or  unnecessary  framework. 

5  Small  panes  of  glass  are  not  permissible  except  where  narrow  metal 
mullions  are  used. 

6  Sidewalls  and  ceilings  must  be  finished  in  colors  that  will  reflect 
light  well.  Light  gray-green,  if  not  overdone,  or  light  drab  is  recommended 
as  a  wall  color  for  southern  exposure  and  light  cream  or  bufl^  for  northern 
exposure.  The  dado  should  be  a  darker  tone  of  the  wall  color.  The  ceiling 
should  be  a  flat  white  very  slightly  modified  by  the  wall  color. ^ 

7  Shades  for  controlling  the  light  must  be  translucent.  The  color 
and  material  used  in  the  shades  should  be  such  as  to  admit  the  maximum 
amount  of  light  without  producing  a  glare. 

The  following  methods  of  fastening  shades  are  approved: 
a  Two  overlapping  shades  fastened  in  the  middle  of  the  window,  one 
to  draw  up,  the  other  down. 

h  A  single  shade  with  patent  movable  or  adjustable  fixtures. 


See  also  page  51,  Schoolroom  Decoration. 


14 


THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 


Heat,  Ventilation  and  Humidity 

1  The  specifications  must  contain  a  statement  requiring  the  engineer, 
architect  or  heating  contractor,  as  the  case  may  be,  to  guarantee  that  the 
system  of  heating  and  ventilation  described  will  heat  all  rooms  used  for 
study  and  recitation  and  also  all  rooms  used  for  coats  and  wraps  to  a  tem- 
perature of  70  degrees  in  zero  weather,  without  undue  pressure  on  the 
appliances  involved,  will  provide  a  supply  of  at  least  30  cubic  feet  of  fresh 
air  every  minute  for  each  pupil  to  be  accommodated  in  each  study  room 
or  classroom,  and  will  maintain  the  humidity  of  each  study  room  and  class- 
room at  not  less  than  35  per  cent. 

2  One-room  school  buildings  may  be  heated  and  ventilated  by  an 
approved  room  heater.  In  buildings  of  larger  size  a  cellar,  basement  or 
separate  building  must  be  provided  for  the  furnace  or  boiler. 

3  A  gravity  system  of  ventilation  is  permissible  only  in  rural  and  in 
small  village  schools. 

4  The  heat  and  vent  flues  should  be  of  suflicient  capacity  to  furnish 
the  required  amount  of  heated  air  at  a  velocity  not  in  excess  of  300  feet 
a  minute  for  gravity  systems  and  400  feet  a  minute  for  fan  systems.  To 
insure  this  result  in  gravity  systems,  these  openings  must  have  a  minimum 
cross  section  area  of  from  two-thirds  of  an  inch  to  i  inch  for  every  square 
foot  of  floor  area  according  to  conditions,  such  as  number  of  floor  and 
exposure. 

The  fan  should  be  of  ample  capacity  to  supply  the  required  amount 
of  air  at  normal  velocity  without  running  it  at  a  rate  that  will  either  cause 
an  annoying  noise  or  produce  undue  wear. 

5  Heat  flues  must  admit  air  to  all  classrooms,  recitation  rooms  and 
study  halls  at  least  8  feet  above  floor  level.  Ventiducts  placed  on  the  same 
side  as  the"  heat  flues  must  remove  foul  air  from  schoolrooms  at  floor  level. 

6  The  attic  must  not  be  used  either  as  a  repository  or  as  a  gathering 
chamber  for  foul  air.  Vent  flues  must  empty  into  the  open  air  above  the 
highest  point  of  the  roof. 

7  Wherever  practicable,  the  supply  of  pure  air  must  be  taken  into  the 
building  at  least  10  feet  above  the  grade  line. 

8  In  all  rooms  used  for  study,  recitation  and  general  assembly,  the 
amount  of  air  supplied  should  be  somewhat  in  excess  of  the  amount  of  air 
exhausted  in  a  unit  of  time.  In  all  toilet  rooms,  rooms  used  for  domestic 
science  or  for  physical  and  chemical  laboratories,  the  amount  ot  foul  air 
exhausted  should  be  somewhat  in  excess  of  the  amount  of  air  supplied  in 
a  unit  of  time.    The  hoods  in  chemical  laboratories  must  have  a  separate 


SCHOOL   BUILDINGS  AND  GROUNDS  I5 

and  positive  exhaust  ventilating  system.  Toilet  ventilation  must  be  sepa- 
rate and  distinct  from  the  ventilation  of  study,  class  and  recitation  rooms. 

9  Where  wire  mesh  grills  with  not  over  a  one-eighth  inch  wire  and 
i§  by  3  inch  mesh  are  used,  the  area  of  the  opening  shall  be  of  such  size 
that  the  velocity  of  the  air  through  it  shall  not  exceed  300  feet  a  minute 
measured  over  the  gross  area  of  the  opening.  Where  registers  or  register 
faces  are  used,  the  area  of  the  opening  shall  be  25  per  cent  greater  than  that 
required  for  wire  mesh  grills. 

10  Fresh  air  or  vent  openings  may  be  used  without  registers  if  finished 
in  keeping  with  the  rooms. 

11  Registers  and  thermostats  ought  not  to  be  placed  so  as  to  break 
up  spaces  suitable  for  hanging  pictures  or  be  set  in  blackboards. 

12  An  amount  of  direct  radiation  sufficient  to  supplement  the  indirect 
radiation  in  extreme  winter  weather  is  advisable;  but  there  must  be  ample 
indirect  radiation  to  supply  required  air  at  all  times.  The  direct  radiation 
should  be  used  only  in  cold  weather. 

Miscellaneous 

1  In  classrooms  and  study  rooms,  the  aisles  must  run  the  long  way 
of  the  room.  When  there  is  only  one  entrance  door,  it  should  be  located 
in  the  end  near  the  teacher's  desk. 

2  The  use  of  platforms  can  not  be  approved  except  in  large  study  halls. 

3  In  the  construction  of  stairways,  the  risers  should  be  not  more  than 
6  inches  in  elementary  and  7  inches  in  secondary  schools,  and  the  treads 
not  less  than  10  inches  in  the  former  and  11  inches  in  the  latter.  The 
stairways  should  be  sufficiently  broad  to  insure  the  ready  passage  of  all 
pupils  who  may  have  occasion  to  use  them  at  any  time. 

4  In  the  primary  grades,  the  blackboards  should  be  placed  approxi- 
mately 24  to  26  inches  from  the  floor;  in  the  intermediate  grades  28  to  30 
inches;  in  the  grammar  grades  32  to  34  inches,  and  in  the  high  school  36 
to  38  inches.  Each  blackboard  should  be  provided  with  a  trough  at  the 
bottom,  which  should  have  an  open  woven  wire  cover  on  hinges. 

5  Ample  cloakrooms  should  be  provided.  These  should  be  thoroughly 
heated  and  ventilated.  A  minimum  allowance  of  8  running  inches  to  each 
pupil  should  be  made.  In  primary  schools  the  hooks  should  be  placed 
from  3I  to  4  feet  above  the  floor,  in  other  schools  from  4  to  feet. 

6  When  pupils  have  access  to  a  basement  during  school  hours  for 
toilet  purposes  only,  there  must  be  a  stairway  for  each  sex. 

7  Uncovered  cement  floors  are  not  approved  except  for  corridors  and 
special  rooms,  such  as  toilets,  laboratories  and  shop  rooms. 


i6 


THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 


8  Plans  for  buildings  of  eight  or  more  rooms  should  provide  either 
for  a  general  assembly  room  or  an  auditorium.  Plans  for  buildings  of  less 
than  eight  rooms  should  have  a  room  or  two  or  more  connecting  rooms 
suitable  for  the  accommodation  of  all  pupils  in  general  assembly. 

9  All  plans  must  show  adequate  facilities  for  carrying  out  all  the 
provisions  of  the  physical  training  act  and  the  rules  and  regulations  of  the 
Board  of  Regents  pursuant  thereto. 

10  All  plans  must  provide  for  adequate  sanitary  toilet  facilities.  On 
or  before  September  i,  1918,  provision  must  be  made  for  sanitary  toilets 
in  all  old  buildings  where  not  already  provided,  and  plans  therefor  must 
be  submitted  for  approval. 

11  In  designing  plans,  adequate  provision  should  be  made  for  future 
growth  and  development,  both  for  increase  in  registration  and  for  the 
adoption  of  special  lines  of  work  that  may  prove  desirable. 

The  following  chapters  are  intended  for  the  general  information  and 
guidance  of  architects,  trustees  and  boards  of  education  together  with  all 
those  who  are  charged  with  the  responsible  duties  of  teaching  and  super- 
vision; and  it  is  hoped  that  they  may  point  the  way  to  helpful  means  and 
methods  for  improving  the  buildings  and  grounds  of  our  public  schools  and 
for  surrounding  the  children  attending  them  with  comfortable  and  sanitary 
accommodations  and  uplifting  and  refining  environment. 


3 


PRELIMINARY  CONSIDERATIONS 
Initial  Steps  by  School  Boards 

Trustees  and  boards  of  education  are  primarily  responsible  for  the 
proper  housing  of  pupils  under  their  jurisdiction.  If  the  school  building 
is  temporarily  congested,  it  is  their  duty  to  rent  suitable  rooms  and  fit 
them  up  for  use.  If  the  congestion,  however,  is  not  temp/)rary,  or  if  the 
building  in  use  is  unsuitable  for  school  purposes,  it  is  then  the  duty  of 
these  local  officials  to  take  the  necessary  preliminary  steps  to  secure  the 
enlargement  of  the  old  building  ^  or  the  construction  of  a  new  one.  In  case 
of  doubt  as  to  which  of  these  two  courses  to  pursue,  advice  should  be  sought 
through  the  State  Department  of  Education. 

When  confronted  with  the  necessity  of  building,  the  trustee  or  board 
of  education  should  adopt  every  reasonable  and  necessary  means  to  apprize 
the  residents  of  the  district  that  better  accommodations  must  be  pro- 
vided, with  the  reasons  therefor.  Meanwhile  they  should  inform  them- 
selves as  well  as  may  be  as  to  the  precise  kind  of  structure  that  will  best 
meet  their  needs.  They  should  examine  the  plans  of  new  buildings  in  other 
places  of  like  size  and  conditions  and  inspect  some  of  these  buildings. 
Many  find,  it  profitable  to  visit  the  Department  to  examine  plans  and  to 
consult  regarding  points  of  difficulty  or  uncertainty.  It  will  be  a  pleasure 
to  welcome  all  who  may  come  and  to  give  all  possible  assistance. 

The  next  step  is  to  engage  a  competent  architect,  describe  the  kind 
of  building  that  is  wanted,  and  instruct  him  to  prepare  sketches  and  esti- 
mates of  cost.  With  this  done  and  the  general  public  in  readiness  through 
a  persistent  campaign  of  education,  tactfully  and  intelligently  conducted, 
a  call  should  be  issued  for  a  special  meeting  of  the  district  to  vote  the  neces- 
sary appropriation.  A  form  of  call,  and  of  resolutions  to  be  offered  at  this 
meeting,  together  with  the  qualifications  of  voters,  will  be  found  in  the 
appendix.  Further  information  on  the  issuance  of  bonds  and  procedure 
at  special  meetings  will  be  found  in  Law  Pamphlets  i  and  2,  issued  by  the 
State  Department  of  Education,  copies  of  which  will  be  supplied  upon 
application. 

'  See  page  6i. 

17- 


l8  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

Choice  of  Architect 

It  is  ordinarily  not  desirable  to  select  an  architect  by  means  of  a  com- 
petition except  in  the  case  of  a  building  sufficiently  expensive  to  warrant 
the  hiring  of  an  architect  to  outline  the  terms  of  the  competition  and  super- 
vise its  conduct.  An  untrained  school  board  will  ordinarily  secure  the 
best  results  by  selecting  an  architect  of  known  experience  and  probity  who 
has  constructed  buildings  of  the  sort  they  wish  under  conditions  about 
the  same  as  they  have  to  encounter.  Architects  submitting  sketches  in 
competition  naturally  desire  their  work  to  be  as  attractive  as  possible. 
Consequently,  it  is  more  likely  than  not  that  the  sketch  chosen  as  the  most 
desirable  represents  a  building  that  will  cost  more  than  the  sum  appropri- 
ated, or  will  have  to  be  materially  altered  and  in  the  end  be  perhaps  less 
desirable  than  other  buildings  pictured  originally  with  less  pretension. 
A  symmetrically  designed  building  originally  planned  to  come  within  a 
certain  sum  is  sure  to  be  more  attractive  and  serviceable  than  one  planned 
on  larger,  more  expensive  lines,  and  then  altered  so  as  to  reduce  the  cost 
of  construction. 

Location  of  Building 

Great  care  must  be  taken  to  select  a  school  site  removed  from  objec- 
tionable noises,  polluted  air,  or  other  sources  of  physical  or  moral  con- 
tamination. Made  land,  wet  land  and  land  impregnated  with  organic 
matter  should  be  avoided.  High  land  removed  from  manufactories, 
stables,  dumps,  swampy  places  and  other  objectionable  surroundings 
should  be  diligently  sought.  Consideration  should  be  given  to  the  ques- 
tion of  the  geographical  center  of  the  district,  the  center  of  population 
and  ease  of  access.  This  is  more  important  in  elementary  than  in  high 
schools.  The  building  should  not  be  so  near  neighboring  buildings  or  trees 
as  to  have  the  light  obstructed;  it  is  generally  accepted  that  the  distance 
of  the  school  building  from  the  obstructing  buildings  or  trees  ought  not 
to  be  less  than  twice  their  height. 

Orientation  of  Buildings 

Buildings  should  be  so  located  that  all  rooms  used  continuously  for 
study,  and  so  far  as  may  be  those  used  for  recitation,  will  receive  direct 
sunliglit  during  some  part  of  the  day.  Rooms  for  drawing,  laboratories, 
domestic  science,  manual  training  and  other  similar  lines  of  special  work 
may  if  necessary  be  lighted  from  the  north.  Light  from  the  east  is  more 
desirable  than  from  the  west.  Light  from  the  south  as  well  as  from  the 
north  should  be  avoided  so  far  as  possible  in  classrooms,  study  rooms  and 


SCHOOL  BUILDINGS  AND  GROUNDS 


19 


recitation  rooms.  To  secure  these  results,  therefore,  it  is  desirable  to  have 
the  long  axis  of  the  building  extend  north  and  south  or  at  as  small  angle 
as  possible  with  the  north  and  south  line. 

Determining  Factors  in  Construction 

The  determining  factors  in  size,  style  and  material  of  a  school  building 
are  the  site,  the  appropriation,  the  number  of  pupils  to  be  accommodated, 
and  the  character  of  the  work  to  be  done.  It  is  advisable  and  economical 
in  the  end  to  use  the  best  materials  available,  and  whenever  it  is  pos- 
sible fireproof  construction  should  by  all  means  be  adopted.  If  fire- 
proof construction  can  not  be  used  throughout,  it  should  be  employed  in 
the  more  essential  parts,  particularly  the  basement,  corridors  and  the 
stairways. 

In  constructing  a  new  building,  liberal  provision  should  be  made  for 
future  growth.  Frequently  a  new  building  is  taxed  to  its  fullest  capacity 
within  a  year  or  two  after  its  completion.  Account  should  be  taken  of  the 
fact  that  a  new  building  in  itself  conduces  in  a  marked  degree  to  an  increase 
in  attendance,  especially  in  high  schools.  In  the  preparation  of  plans,  due 
attention  should  also  be  given  to  the  possibilities  of  enlargement. 

Cost  of  Construction 

The  costs  of  buildings  of  the  same  type,  size  and  capacity  will  vary 
widely  by  reason  of  the  difference  in  cost  of  material  and  labor  in  different 
sections  of  the  State  and  in  different  years  or  at  different  periods  of  the 
same  year.  It  is  estimated  that  the  cost  of  building  during  the  current 
year  (1916)  is  approximately  twenty  per  cent  more  than  it  was  a  year  ago. 
In  general,  the  cost  is  commonly  greater  in  cities  than  in  village  and  rural 
districts;  greater  in  the  northeastern  than  in  the  southwestern  counties, 
and  greatest  of  all  in  the  Long  Island  and  lower  Hudson  counties. 

Height  of  Buildings 

A  two-room  building  should  be  of  one  story;  a  building  of  more  than 
two  classrooms  may  be  of  more  than  one  story.  The  height  of  school 
buildings  should,  as  far  as  possible,  be  restricted  to  two  stories  above  the 
basement. 

Ground  Floor  (basement) 

The  basement  should  be  of  good  height,  a  minimum  of  12  feet  if  pos- 
sible, and  should  be  thoroughly  drained.    The  walls  and  floor  should  be 


20  THE  UNIVERSITY  OF  THE   STATE  OF  NEW  YORK 

thoroughly  waterproofed.  It  should  contain  ample  room  for  heating  appa- 
ratus and  be  sufficiently  above  ground  to  be  well  lighted,  and  as  occasion 
requires,  to  afford  space  for  toilets,  lavatories,  baths,  playrooms,  manual 
training  rooms,  domestic  science  rooms,  laboratories  and  shop  rooms. 

Attractive  Appearance 

It  is  particularly  important  that  a  school  building  should  present  an 
attractive  appearance.  Great  care  should  therefore  be  exercised  in  making 
the  exterior  lines  such  as  to  insure  a  pleasing  effect  without  undue  increase 
in  the  cost  of  construction.  Some  inexpensive  features,  a  little  touch  of 
the  artist's  hand  here  and  there  will  often  transform  the  entire  exterior 
effect;  but  tawdry  ornamentation  and  multiplicity  of  angles,  projections 
and  towers  should  be  avoided. 

Size  and  Arrangement  of  Classrooms 

In  the  construction  of  a  school  building  the  classroom  or  grade  room 
is  the  unit.  The  recitation  room  and  the  study  hall  are  to  be  regarded  as 
variations  of  it  differing  from  it  for  the  most  part  only  in  dimensions.  In 
planning  a  schoolhouse,  the  architect's  chief  problem  is  to  get  a  specified 
number  of  these  normal  units  together  in  the  most  effective  and  economical 
manner  and  have  the  accessory  rooms,  coat  rooms,  corridors,  toilet  rooms 
and  auditorium  so  grouped  in  relation  to  them  as  to  yield  best  results. 
Special  attention,  therefore,  needs  to  be  given  to  the  features  that  should 
characterize  the  typical  classroom.  Efficiency  and  economy  are  best 
secured  when  the  dimensions  are  approximately  30  by  24  feet  and  the 
maximum  seating  capacity  about  50;  but  it  should  be  rarely  necessary  to 
place  so  many  under  a  single  teacher  even  with  most  favorable  conditions. 
When  several  grades  occupy  the  same  room,  the  number  should  never 
exceed  45.  Department  rulings  permit  but  40  in  a  single  room  of  a  rural 
school. 

Rows  of  seats  should  run  the  long  way  of  the  room.  The  considera- 
tions determining  this  fact,  and  also  deciding  the  approximate  dimensions 
given,  are  (i)  that  the  rectangular  room  has  less  waste  space  in  front, 
(2)  that  if  the  room  is  more  than  26  feet  wide  some  pupils  at  the  sides  are 
out  of  range  of  the  teacher's  vision,  (3)  that  the  blackboard  arrangements 
are  more  satisfactory,  (4)  that  light  should  come  from  the  pupil's  left,  and 
the  farthest  row  of  seats  should  be  distant  from  the  windows  not  more 
than  twice  the  height  of  the  windows,  and  (5)  that  in  general  such  size  and 
arrangement  is  better  for  discipline  and  administration.   On  the  other  hand, 


SCHOOL  BUILDINGS  AND  GROUNDS 


21 


it  should  be  remembered  that  in  a  room  longer  than  30  feet,  it  is  difhcult 
for  the  teacher  to  be  heard  and  for  pupils  at  the  rear  to  see  the  front  board. 
There  should  be  a  wide  aisle  on  the  long  side  opposite  the  windows  or  the 
blackboard  side  of  the  room,  the  inside  aisles  being  of  an  equal  width  ot 
from  16  to  24  inches  according  to  the  size  of  the  desks  and  the  age  of  the 
pupils.  No  matter  how  small  the  desks  used,  the  number  in  a  room  should 
not  be  increased.  This  arrangement  provides  needed  free  floor  space  in 
primary  rooms  for  the  motor  activities  of  the  children.  The  normal  height 
of  the  room,  I3§  feet,  is  determined  by  dividing  the  air  space  per  pupil, 
as  required  by  statute  200  cubic  feet,  by  the  required  floor  space  per  pupil, 
15  square  feet.  It  should  be  noted  that  this  statutory  requirement  sets 
a  minimum  standard,  and  that  increased  floor  and  air  space,  say  20  square 
feet  and  260  cubic  feet,  are  desirable. 

Types  of  High  School  Arrangement 

There  are  today  three  common  types  of  construction  for  high  school 
buildings.  The  general  plan  of  one  of  these  types  of  buildings  consists 
essentially  of  one  or  more  large  assembly  rooms,  primarily  designed  for 
study  purposes  and  containing  seats  for  all  pupils  enrolled  in  the  school, 
and  of  a  number  of  small  rooms  commonly  seated  with  benches  (not  desks) 
and  adapted  for  use  for  recitations  only. 

Another  type  of  building  is  composed  principally  u:  a  number  of  com- 
bined recitation  and  study  rooms  among  which  pupils  pass  to  and  fro  for 
recitations.  In  these  combined  recitation  and  study  rooms,  pupils  will  be 
found  studying  in  the  rear  of  the  room  while  a  class  is  reciting  in  the  front. 
Such  rooms  are  commonly  known  as  the  "  home  rooms  "  of  the  pupils 
who  study  there. 

A  third  type,  which  is  meeting  much  favor,  is  substantially  a  com- 
bination of  the  other  two,  and  consists  of  one  or  more  study  rooms  of  mod- 
erate size,  which  on  emergency  may  be  also  used  for  recitations,  seated 
to  accommodate  all  pupils  who  may  be  scheduled  for  study  at  any  period 
of  the  day.  Instead  of  a  seat  for  every  pupil  enrolled  in  the  school,  there 
is  approximately  one  for  every  three  pupils. 

In  the  first  type,  only  about  one-third  of  the  seats  of  the  study  hall 
are  occupied  during  recitations;  hence  the  outlay  for  original  construc- 
tion and  the  annual  cost  of  maintenance  are  materially  greater  than  in 
other  types.  The  special  advantage  is  that  every  pupil  has  the  same  desk 
for  study  throughout  the  day. 

The  disadvantages  of  the  second  type  are  two:  first,  teachers  are 
required  to  take  charge  of  a  class  and  at  the  same  time  to  supervise  those 


22  THE   UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

who  are  studying  in  the  room;  and  second,  pupils  throughout  the  day  are 
obHged  to  study  in  rooms  where  classes  are  reciting.  The  advantages  are 
economy  in  space  and  economy  in  teaching  force. 

The  third  type  necessitates  a  definite  assignment  of  seats  for  every 
period  of  the  day  and  suitable  provision  for  the  books  and  working  material 
of  pupils.  This  is,  however,  merely  a  matter  of  administration  which  is 
readily  met.  It  obviates  the  objections  urged  against  the  other  types  at 
a  cost  part  way  between  the  two.  The  first  type  sacrifices  efficiency  in  the 
use  of  room;  the  second  sacrifices  efficiency  in  results;  the  third  is  intended 
to  meet  both  of  these  difficulties  at  a  minimum  cost. 

Seats  and  Desks 

It  is  of  vital  importance  that  a  suitable  number  of  adjustable  seats  and 
desks  be  provided  to  accommodate  pupils  of  abnormal  size.  A  row  of 
these  to  a  classroom  proves  very  satisfactory  in  number  and  arrangement. 
The  seats  should  be  of  such  size  that  each  pupil  may  be  comfortably  seated 
with  feet  resting  directly  on  the  floor,  and  with  the  desk  in  such  proximity 
that  the  pupil  will  readily  and  naturally  assume  an  upright  position  when 
either  reading  or  writing.  Single  or  individual  desks  or  chairs  should 
always  be  used.    In  ordinary  classrooms  there  should  be  no  platform. 


FIRE  PROTECTION 


Too  much  can  not  be  said  about  the  extreme  importance  of  taking 
every  possible  precaution  against  fire.  If  it  is  at  all  possible,  fireproof 
construction  should  be  used  throughout.  When  this  can  not  be  done,  such 
construction  should  certainly  be  employed  in  the  more  essential  parts  of 
the  building,  particularly  the  basement,  corridors  and  stairways.  At  the 
very  least,  the  entire  sides  and  ceiling  of  the  boiler  or  furnace  room  should 
be  plastered  on  metallic  lath.  The  boiler  room  may  well  be  outside  the  main 
building,  either  in  a  separate  structure,  or  in  a  wing  or  an  extension  of  the 
basement.  Such  an  arrangement  decreases  the  fire  risk,  economizes  room 
usable  for  school  purposes,  and  removes  dirt  and  dust  from  the  school 
building  proper.  According  to  the  estimates  of  several  prominent  archi- 
tects, approximately  semifireproof  construction  increases  the  cost  of  a  school 
building  from  8  to  22  per  cent  and  absolutely  fireproof  construction  from 
12  to  35  per  cent;  but  Department  records  and  publications  show  that  in 
recent  years  several  fireproof  school  buildings  have  been  constructed  at 
a  cost  of  15  cents  per  cubic  foot  or  less. 

It  is  of  extreme  importance  that  all  waste,  sweepings  and  paper,  if 
-  kept  in  the  building  even  for  24  hours,  be  placed  in  metal  ash  cans  and  kept 
in  a  fireproof  room.  To  prevent  distribution  of  burning  particles  by  the 
wind,  a  wire  cage  may  be  used  for  the  disposal  of  paper  and  other  waste. 
Attention  should  be  given  to  proper  protection  of  hot-air  and  smoke  flues; 
chimneys  should  have  tile  linings  for  smoke  flues,  and  no  wooden  flues  of 
any  description  should  be  used  in  the  heating  or  ventilating  systems. 

Fire  Alarms 

In  all  school  buildings  of  more  than  one  story  or  housing  more  than 
100  pupils,  an  approved  fire  alarm  system  must  be  provided.  This  is 
essential  to  the  proper  execution  of  the  provisions  of  article  28  of  the 
Education  Law,  requiring  the  maintenance  of  fire  drills.  It  is  recommended 
that  three  separate  rings  of  three  strokes  each  (3-3-3)  be  known  and  used 
throughout  the  State  as  the  school  fire  alarm. 

23 


24  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

Fire  Extinguishers 

Standpipes  with  proper  hose  and  easily  turned  valves  and  chemical 
hand  extinguishers  are  of  great  value  if  located  on  all  floors.  In  non- 
fireproof  buildings,  especially  those  of  two  or  more  stories,  automatic 
sprinklers  in  the  basement,  in  laboratories,  shops  and  domestic  science 
rooms,  highly  recommended  by  competent  authorities,  are  coming  into 
prominent  use  in  school  buildings. 

Requirements 

Special  statutes  require  that  (i)  all  buildings  if  of  more  than  two 
stories,  except  in  New  York  City,  must  have  suitable  outside  stairways, 
not  ladders;  (2)  fire  drills  shall  be  held  at  least  once  a  month;  (3)  all  exit 
doors  shall  open  outwardly,  and  the  bolts  of  double  doors  shall  be  arranged 
to  be  drawn  at  one  motion;  (4)  no  winding  stairs  shall  be  employed  and  no 
doors  open  directly  on  staircases;  (5)  in  general,  the  school  building  and 
everything  in  it  shall  be  arranged  with  a  view  to  preventing  fire  and 
facilitating  egress  in  case  of  fire. 

School  boards  may  well  go  beyond  the  requirements  of  the  law  in  the 
direction  of  safety.  If  other  safeguards  are  essential  to  the  proper  pro- 
tection of  the  lives  of  the  children,  prompt  measures  should  be  instituted 
to  provide  them.  It  would  be  infinitely  better  to  show  an  excess  of  caution 
and  to  spend  more  money  than  need  be  than  to  incur  the  possibility  of 
afflictions  such  as  have  occurred. 

Fire  Escape  Act 

(Education  Law,  section  453) 

Fire  escapes,  i  All  school  buildings  in  the  State,  except  in  the  city  of 
New  York,  which  are  more  than  two  stories  high,  shall  have  properly 
constructed  stairways  on  the  outside  thereof,  with  suitable  doorways 
leading  thereto,  from  each  story  above  the  first,  for  use  in  case  of  fire.  Such 
stairways  shall  be  kept  in  good  order  and  free  from  obstruction,  and  shall 
not  be  bolted  or  locked  during  school  hours. 

2  It  shall  be  the  duty  of  the  trustee  or  board  of  education  having 
charge  of  said  school  buildings  to  cause  such  stairways  to  be  constructed 
and  maintained,  and  the  reasonable  and  proper  cost  thereof  shall  in  each 
case  be  a  legal  charge  upon  the  district  or  city,  and  shall  be  raised  by  tax, 
as  other  moneys  are  raised  for  school  purposes. 


SCHOOL   BUILDINGS  AND  GROUNDS 


25 


Fire  Drill  Act 

(hducation  Law,  article  28) 

Section  730  Duty  to  maintain  drills.  It  shall  be  the  duty  of  the 
principal  or  other  person  in  charge  of  every  public  or  private  school  or 
educational  institution  within  the  State,  having  more  than  100  pupils, 
or  maintained  in  a  building  two  or  more  stories  high,  to  instruct  and  train 
the  pupils  by  means  of  drills,  so  that  they  may  in  a  sudden  emergency 
be  able  to  leave  the  school  building  in  the  shortest  possible  time  and  without 
confusion  or  panic.  Such  drills  or  rapid  dismissals  shall  be  held  at  least 
once  in  each  month. 

73 1  Penalty  for  neglect.  Neglect  by  any  principal  or  other  person  in 
charge  of  any  public  or  private  school  or  educational  institution  to  comply 
with  the  provisions  of  this  article  shall  be  a  misdemeanor  punishable  at  the 
discretion  of  the  court  by  fine  not  exceeding  fifty  dollars;  such  fine  to  be  paid 
to  the  pension  fund  of  the  local  fire  department  where  there  is  such  a  fund. 

732  Duty  to  instruct  teachers.  It  shall  be  the  duty  of  the  board 
of  education  or  school  board  or  other  body  having  control  of  the  schools 
in  any  district  or  city  to  cause  a  copy  of  this  article  to  be  printed  in  the 
manual  or  handbook  prepared  for  the  guidance  of  teachers  where  such 
manual  or  handbook  is  in  use  or  may  hereafter  come  into  use. 

733  Not  applicable  to  college  or  universities.  The  provisions  of  this 
article  shall  not  apply  to  colleges  or  universities. 

Extract  from  Building  Act 

(t!ducation  Law,  section  452) 

Halls,  doors,  stairways,  staircases  etc.  i  All  schoolhouses  for  which 
plans  and  detailed  statements  shall  be  filed  and  approved,  as  required  by  the 
preceding  section,  shall  have  all  halls,  doors,  stairways,  seats,  passageways 
and  aisles,  and  all  lighting  and  heating  appliances  and  apparatus  arranged 
to  facilitate  egress  and  afford  adequate  protection  in  cases  of  fire  or  accident. 

2  All  exit  doors  shall  open  outwardly,  and  shall,  if  double  doors  be 
used,  be  fastened  with  movable  bolts  operated  simultaneously  by  one 
handle  from  the  inner  face  of  the  door. 

3  No  staircase  shall  be  constructed  with  winder  steps  in  lieu  of  a 
platform  but  shall  be  constructed  with  straight  runs,  changes  in  direction 
being  made  by  platforms.  No  door  shall  open  immediately  upon  a  flight 
of  stairs,  but  a  landing  at  least  the  width  of  the  door  shall  be  provided 
between  such  stairs  and  such  doorway. 

Additional  local  enactments  commonly  provide  further  safeguards 
for  public  buildings  in  the  large  cities. 


LIGHTING 

The  eyesight  of  pupils  should  be  protected  and  safeguarded  with 
greatest  care.  The  increasing  number  of  children  with  defective  vision 
resulting  in  some  measure  at  least  —  we  know  not  how  large  —  from 
unfavorable  schoolroom  conditions  conclusively  demonstrates  the  necessity 
for  so  doing.  No  pains  nor  expense,  therefore,  should  be  spared  to  secure 
satisfactory  light.  To  this  end,  the  requirements  set  forth  with  con- 
siderable minuteness  in  the  regulations  must  be  rigidly  adhered  to,  as  they 
all  are  essential  to  secure  an  adequate  amount  of  light  from  the  left  of 
pupils  and  an  even  distribution  of  it  on  all  desks  without  glare  or  bands 
of  shadow. 

The  most  troublesome  problem  in  connection  with  lighting  and  the 
most  difficult  one  to  solve  satisfactorily  is  that  of  windo\v  shades,  their 
selection,  proper  method  of  hanging,  and  most  perplexing  of  all  the  syste- 
matic, intelligent  use  of  them  after  they  are  installed.  Even  with  old 
buildings,  it  is  usually  easier  to  secure  the  proper  arrangement  of  windows 
than  it  is  to  adjust  satisfactorily  the  difficulties  that  arise  in  connection 
with  shades. 

It  is  common  to  find  shades  that  are  essentially  opaque  instead  of 
translucent.  As  a  result,  when  up,  there  is  nothing  to  bar  the  direct  rays 
of  the  sun,  and  when  down,  light  itself  is  largely  excluded.  Another 
difficulty  arises  from  the  fact  that  shades  are  usually  fastened  so  as  to 
unroll  down  and  are  commonly  left  half  unrolled  not  only  on  clear  days 
when  the  sun's  rays  strike  the  windows,  but  also  on  dark  days  when  every 
available  square  inch  of  glass  surface  is  at  a  premium.  Hence  the  upper 
half  of  the  w  ndow,  which  represents  at  least  two-thirds  of  its  efficiency 
as  a  medium  of  light,  becomes  largely  useless,  especially  so  when  shades 
are  opaque. 

As  already  intimated  above  and  stated  elsewhere,  a  translucent  shade 
should  be  selected,  one  that  will  admit  the  maximum  amount  of  light 
without  producing  a  glare.  In  color,  the  shades  should  be  in  harmony 
with  the  color  of  the  side  walls.  They  should  either  roll  from  the  bottom 
or  should  be  controlled  by  patent  movable  fixtures. 

26 


SCHOOL  BUILDINGS  AND  GROUNDS 


27 


In  a  school  building,  Venetian  blinds  or  any  other  kind  of  blinds 
within  or  without  are  not  to  be  tolerated.  It  is  enough  to  say  that  they 
interfere  with  proper  lighting,  without  mentioning  other  serious  objections 
to  them. 

It  is  commonly  accepted  that  a  pupil  should  not  be  seated  at  a  further 
distance  from  the  nearest  window  than  twice  the  height  of  the  window 
from  the  floor.  From  this,  it  follows  that  (i)  the  upper  part  of  the  window 
is  more  efficient  not  alone  by  reason  of  the  greater  amount  of  light  it  admits 
but  also  because  it  projects  light  farther  into  the  room;  (2)  the  width  of  the 
schoolroom  must  be  governed  by  the  height  of  the  windows;  (3)  it  is  essen- 
tial that  windows  should  extend  as  near  as  may  be  to  the  ceiling;  (4) 
the  normal  height  of  ceiling,  13 1  feet,  derived  from  dividing  the  unit  of 
air  space  200  by  the  unit  of  floor  area  15,  is  none  too  high  in  general  to 
insure  the  proper  lighting  of  schoolrooms. 


HEAT  AND  VENTILATION 

The  problems  involved  in  planning  the  heating  and  the  ventilating 
systems  of  a  school  building  are  so  intimately  related  as  naturally  to  be 
discussed  together. 

The  necessity  of  proper  ventilation  is  no  longer  a  matter  of  question. 
Every  thinking  person  who  has  even  slightly  investigated  the  subject  is 
aware  of  its  vital  and  far-reaching  importance.  Scientific  test  has  proved 
again  and  again  that  good  ventilation  substituted  for  poor,  means  mental 
stimulation,  increase  in  health  and  working  energy,  and  the  saving  of  life. 
One-third  increase  in  mental  efficiency,  one-half  decrease  in  days  of  sick 
leave,  90  per  cent,  75  per  cent,  60  per  cent  decrease  in  hospital  death  rates, 
are  accredited  results  of  specific  cases  where  poor  ventilation  has  been 
changed  to  good.^  School  boards  that  permit  poor  ventilation  in  the 
buildings  under  their  control  are  allowing  a  waste  in  the  products  of  the 
school,  mental  training  and  fact  acquisition,  that  would  be  intolerable  and 
unthinkable  in  a  business  establishment. 

Accordingly  no  single  feature  in  the  construction  of  a  school  building 
is  more  important  than  its  heating  and  ventilating  system.  Economy 
may  be  exercised  in  a  limitation  of  elaborate  interior  finishings  and  in 
a  wise  discrimination  in  the  use  of  ornate  exterior  decorations,  but  in  the 
instalment  of  a  heating  plant  and  proper  system  of  ventilation,  the  truest 
economy  is  in  furnishing  the  best  that  money  can  buy.  Frequently  when 
an  appropriation  proves  insufiicient,  the  heating  and  ventilating  system, 
as  the  least  conspicuous  part  of  the  building,  is  the  first  part  to  be 
cheapened.  This  should  not  be  so.  The  heating  and  ventilating  system 
is  the  very  life  of  the  building  and  should  be  the  very  last  thing  on  which 
to  cut  costs. 

There  are  substantially  only  three  methods  of  heating  school  buildings 
that  conform  to  modern  practice  and  to  the  statutoiy  requirements  of  this 
and  many  other  states.  These  are  (i)  by  hot  air  from  furnaces  or  venti- 
lating stoves  (room  heaters),  (2)  by  indirect  radiation,  and  (3)  by  indirect 
radiation  supplemented  by  direct  radiation.  In  a  system  of  indirect 
radiation  from  steam  or  hot-water  pipes,  the  air  is  first  heated  in  closed 
chambers  where  coils  of  steam  or  hot-water  pipes  are  installed  and  is  then 

'  See  Woodbridge's  "  Air  and  the  Schoolhouse,"  p.  28-32. 

28 


SCHOOL  BUILDINGS  AND  GROUNDS 


29 


delivered  as  warm  air  through  flues  to  the  various  rooms.  In  the  third 
method,  an  indirect  heating  system  as  just  described  is  installed  and  in 
addition  to  this  ordinary  steam  or  hot-water  radiators  are  provided  for 
use  in  extreme  winter  weather.  This  supplementary  system  is  especially 
advisable  in  localities  where  the  temperature  frequently  falls  below  zero. 
Direct  radiation  from  steam  or  hot-water  coils,  except  as  just  explained, 
or  from  ordinary  stoves  is  no  longer  used  in  new  construction,  as  it  is 
impossible  to  secure  adequate  ventilation  by  this  means.  Statutory 
requirements  regarding  ventilation  are  now  such  as  to  require  the  use  of 
one  of  the  three  methods  described. 

Whatever  system  of  heating  is  to  be  installed,  certain  general  con- 
siderations should  invariably  control.  In  the  first  place,  the  heating 
system  must  provide  for  a  definite  system  of  ventilation.  The  Educa- 
tion Law  (section  451)  requires  that  there  shall  be  a  minimum  of  30 
cubic  feet  of  fresh  air  per  minute  for  each  pupil,  and  that  the  means  for 
securing  this  ventilation  shall  be  positive  and  independent  of  atmo- 
spheric changes.  Again,  only  the  best  material  and  workmanship  should 
be  accepted.  The  matter  of  efficiency  and  of  expense  in  operating  a 
heating  system  depends  largely  upon  its  location  in  the  building,  its 
method  of  installation  and  the  means  employed  to  govern  the  admis- 
sion of  fresh  air.  It  is  of  vital  importance,  therefore,  to  have  the 
system  planned  and  the  installation  supervised  by  thoroughly  compe- 
tent and  experienced  men  who  have  made  a  special  study  of  the 
particular  problems  involved.  Failure  to  secure  such  men  usually  results 
in  an  inadequate  system  and  greater  ultimate  expense.  Fresh  air  should 
be  taken  into  the  building  at  least  10  feet  above  the  ground,  and  great 
care  should  be  taken  to  insure  its  purity  and  cleanliness.  For  the  sake 
of  economy,  air  may  be  taken  from  within  the  building  during  the  night 
and  recirculated.  The  size  of  the  heating  plant  should  be  ample.  The 
object  of  the  heating  system  should  always  be  to  deliver  a  large  quantity 
of  air  moderately  heated  rather  than  a  small  quantity  at  a  high  temperature. 
The  use  of  undersized  furnaces  or  boilers  results  in  waste  of  fuel,  since  to 
secure  the  desired  heat  the  fire  must  be  crowded,  and  much  of  the  heat 
together  with  unused  combustible  gas  escapes  through  the  smoke  flue. 
It  also  results  in  increased  wear  and  tear  on  account  of  the  overheating 
and  in  an  otherwise  unnecessary  expenditure  of  time  and  attention.  The 
saving  on  initial  cost  by  installing  an  undersized  heating  plant  will  soon 
be  offset  by  increased  cost  of  fuel  and  upkeep,  and  thereafter  the  system, 
besides  giving  unsatisfactory  service,  will  occasion  continuous  unnecessary 
expense.  Saving  in  "  year-cost  "  rather  than  in  low  installation  cost 
gives  better  results  in  the  end. 


30 


SCHOOL   BUILDINGS  AND  GROUNDS 


31 


The  following  principles  should  be  observed: 

1  The  warm  air  should  be  admitted  to  the  room  above  the  breathing 
line,  that  is,  8  or  9  feet  from  the  floor. 

2  In  a  gravity  system,  the  velocity  of  the  heated  air  should  not  be  in 
excess  of  300  feet  a  minute. 

3  The  foul  air  exit  should  be  at  the  floor  in  the  same  wall  as  the 
entrance  flue. 

There  are  in  general  two  systems  of  ventilation,  the  gravity  system 
and  some  form  of  mechanical  system. 

When  the  gravity  system  is  employed,  warm  air  is  conducted  into 
the  room  directly  from  the  furnaces  or  from  heating  chambers  and  the 
vitiated  air  is  carried  off  by  means  of  flues.  This  system  depends  upon 
the  difference  in  specific  gravity  between  warm  and  cold  air.  It  is  com- 
monly acknowledged  that  the  gravity  system  is  not  practical  in  buildings 
of  any  considerable  size,  as  it  will  not  give  desired  results  under  all  weather 
conditions.  A  gravity  system  that  works  satisfactorily  in  cold  weather  is 
often  deficient  in  milder  weather,  because  there  is  not  suflicient  difference 
between  the  outdoor  and  indoor  temperature  to  produce  an  adequate  air 
current.  To  avoid  this  condition  as  much  as  possible,  it  is  necessary  that 
provision  should  be  made  for  warming  all  foul  air  flues,  especially  when  the 
temperature  is  as  described,  in  order  to  accelerate  the  sluggish  movement 
of  the  outgoing  foul  air. 

When  a  mechanical  system  is  used,  the  flow  of  air  is  regulated  by  fans. 
There  are  two  varieties  of  mechanical  ventilation.  In  the  first,  the  plenum 
system,  the  air  is  forced  into  the  building  by  fans  placed  in  the  basement, 
which  drive  the  fresh  air  into  heating  chambers  from  which  it  is  distributed 
through  flues  to  the  various  rooms.  In  the  second,  called  the  vacuum 
system,  exhaust  fans  are  placed  either  at  the  top  of  the  building  or  in  the 
basement  and  are  so  operated  as  to  draw  out  the  vitiated  air  through  flues 
leading  from  the  schoolrooms.  This  system  does  not  always  provide  an 
even  flow  of  air  and  occasionally  draws  air  into  the  building  from  undesirable 
sources.  The  vacuum  system  is  desirable  for  use  in  toilets,  laboratories 
or  other  rooms  where  there  may  be  foul  odors  or  fumes,  since  by  this  system 
all  air  is  forcibly  drawn  out  through  the  vent  flues,  and  any  passage  of  air 
between  toilets  or  laboratories  and  adjoining  rooms  will  be  into  and  not 
out  of  the  rooms  first  mentioned.  Toilets  should  always  have  a  separate 
ventilating  system  independent  of  that  in  the  rest  of  the  building  The 
first  system  mentioned,  the  plenum  system,  or  a  combination  of  the  two 
systems,  is  usually  most  satisfactory.  The  desideratum  in  any  system  of 
heating  and  ventilating  is  a  large  volume  of  air,  never  overheated,  delivered 


32  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK  . 

equitably  to  the  various  rooms  at  a  moderate  velocity.  Mechanical  venti- 
lation insures  a  more  even  distribution  of  air  under  the  varying  atmos- 
pheric conditions.  Even  in  summer  heat,  in  the  most  trying  days,  with 
no  air  stirring  outside,  mechanical  ventilation  is  needed  to  secure  (i)  the 
movement  of  air  in  schoolrooms,  which  has  been  conclusively  shown  to  be 
as  essential  as  proper  temperature  and  sufficient  humidity;  (2)  the  requisite 
amount  of  fresh  air;  (3)  an  even  temperature  of  lower  general  range. 

In  conclusion,  it  may  be  said  that  a  satisfactory  system  of  heat  and 
ventilation  will  make  possible  the  following  results,  each  of  which  is  vitally 
and  fundamentally  important: 

1  A  sufficient  supply  of  fresh,  pure  air. 

2  A  constant  motion  of  air  in  the  schoolrooms  unattended  by  unpleas- 
ant drafts. 

3  A  proper  range  of  temperature. 

4  A  proper  amount  of  humidity. 


TEMPERATURE  AND  HUMIDITY 

Temperature  and  humidity  as  associated  with  the  schoolroom  are  so 
fundamentally  important,  they  so  directly  and  vitally  concern  the  comfort, 
health  and  progress  of  the  pupil  and  are  so  interrelated  in  their  action 
and  in  their  effects  that  they  are  considered  together  in  a  separate  chapter. 

Schoolrooms  are  commonly  overheated  in  cold  weather.  It  is  not 
unusual  to  find  the  temperature  from  artificial  heat  ranging  anywhere 
from  72  to  80  degrees,  occasionally  even  above  80.  It  should  not  be 
permitted  to  go  higher  than  70  degrees  nor  lower  than  63,  and  every 
reasonable  effort  should  be  made  to  keep  it  from  65  to  68.  If  a  room  is 
not  comfortable  within  this  range,  either  more  humidity  or  warmer  clothing 
is  needed,  not  more  heat.  Higher  temperatures  induce  weariness  and 
lassitude  and  are  depressing  in  their  effects  on  mind  and  body.  The  claim 
is  doubtless  true,  that  a  uniform  temperature  of  from  65  to  68  degrees 
would  reduce  very  materially  ailments  that  are  so  noticeably  prevalent 
in  schools.  Excessive  temperatures  induce  a  weakened  condition  that 
renders  children  susceptible  to  colds  and  other  affections  and  tend  to  pro- 
duce inactivity  of  mind  that  seriously  interferes  with  progress  in  school 
work.  To  a  careful  observer  these  hurtful  effects  are  very  apparent.  It 
follows,  therefore,  that  it  is  vitally  important  to  avoid  high  temperatures, 
to  keep  the  range  reasonably  uniform  and  within  the  limits  set. 

In  the  foreign  countries  to  which  we  refer  in  considering  standards, 
the  approved  temperature  range  is  lower  than  with  us.  In  England  a 
temperature  as  low  as  60  degrees  is  recommended.  In  Germany  a  range 
of  from  61  to  65  is  regarded  best.  In  our  country  the  general  tendency 
with  best  authorities  is  to  recommend  a  lower  temperature  than  has 
hitherto  been  regarded  as  desirable. 

Automatic  control  of  the  heating  system  of  a  school  building  is  very 
desirable  and  does  not  add  materially  to  the  cost.  Systems  for  this  purpose 
have  now  reached  a  stage  of  development  such  that  when  intelligently 
supervised  they  can  be  depended  upon  to  give  satisfactory  and  continuous 
service.  When  such  a  system  has  been  installed  and  set  for  a  specific 
temperature,  this  temperature  will  be  maintained  with  satisfactory 
uniformity.  Experience  has  shown  that  without  automatic  temperature 
control,  teachers  are  very  likely  to  interfere  with  the  successful  operation 

33 


34  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

of  the  system  by  opening  windows,  or  are  likely  to  allow  the  temperature 
in  the  room  to  remain  so  high  that  the  comfort  and  health  and  therefore 
the  mental  application  of  the  pupils  are  seriously  interfered  with.  There 
can  be  no  question  but  that  this  tendency  is  in  many  schools  a  very  serious 
cause  of  backwardness  in  the  mental  development  of  pupils.  Where 
there  is  not  a  self-regulating  system,  every  room  should  be  provided  with 
a  thoroughly  tested  thermometer  placed  in  a  support  on  the  teacher's 
desk.  If  hung  on  the  wall  of  the  room,  particularly  an  exposed  wall,  it 
will  not  register  the  temperature  of  the  room  accurately.  The  graduation 
marks  should  be  clear  and  distinct  with  the  limits  mentioned,  65  to  68, 
indicated  either  by  heavier  lines  or  lines  of  a  different  color.  It  is  also 
desirable  to  have  a  large  legible  thermometer  placed  where  it  will  be  within 
the  sight  of  all  pupils. 

It  is  not  uncommon  to  hear  the  excuse  that  the  temperature  is  high 
because  the  teacher  of  a  particular  room  needs  to  have  the  room  warmer 
than  normal.  But  to  this  it  must  be  said  that  the  school  is  maintained 
for  the  pupils,  not  for  the  teacher  —  for  the  many,  not  the  individual. 
The  teacher  who  can  not  endure  the  temperature  that  should  normally 
prevail  in  the  schoolroom  is  thereby  disqualified  for  teaching. 

Closely  related  to  the  temperature  is  another  element  that  is  also  of 
utmost  importance  to  the  health  and  comfort  of  pupils  and  teachers,  namely, 
the  humidity  of  the  schoolroom.  The  air  always  carries  a  varying  per- 
centage of  aqueous  vapor.  In  a  room  this  amount  varies  with  the  tem- 
perature, decreasing  relatively  as  the  temperature  increases.  A  cubic 
oot  of  free  air  at  zero,  when  heated  to  the  normal  temperature  of  the 
schoolroom  practically  triples  its  volume,  and  hence  has  its  capacity  for 
holding  moisture  increased  more  than  threefold  Hence  cold  air  admitted 
into  the  cold  air  room  with  a  normal  percentage  of  humidity,  after  being 
heated  for  admission  to  the  schoolrooms,  possesses  an  abnormally  low  per- 
centage of  it,  unless  an  additional  amount  has  been  supplied  in  the  mean- 
time, a  condition  that  rarely  obtains  to  any  appreciable  extent  except  with 
new  heating  plants.  As  a  result  of  extended  investigations  in  this  State 
and  elsewhere,  it  is  a  conservative  statement  to  say  that  the  relative 
humidit>'  in  the  schoolroom  is  as  a  rule  well  under  30  or  approximately 
one-half  the  amount  actually  needed.  Air  when  thus  deprived  of  the 
normal  amount  of  humidity  tends  to  abstract  it  from  objects  with  which 
it  comes  in  contact,  thereby  occasioning  the  shrinking  of  floors,  doors  and 
windows,  the  cracking  of  furniture  and  woodwork  and  trimming,  and  what 
is  of  particular  concern  to  us,  too  rapid  absorption  of  moisture  from  the 


SCHOOL   BUILDINGS  AND  GROUNDS 


35 


skin  and  mucous  membrane  of  the  body  with  hurtful  results  that  may  be 
summed  up  as  follows: 

1  It  produces  a  dryness  and  harshness  of  the  lining  membranes  of 
the  air  passages  often  inducing  colds  and  throat  troubles  and  rendering 
these  membranes  more  susceptible  to  pathogenic  germs. 

2  The  effect  upon  the  skin  is  marked.  It  tends  to  divert  the  How  of 
blood  from  the  brain  to  the  skin  and  to  produce  needless  perspiration. 
This  results  in  discomfort  and  disinclination  to  mental  activity. 

3  It  requires  a  higher  temperature  to  produce  the  same  sensation  of 
heat  as  is  produced  by  a  lower  temperature  with  a  higher  percentage 
of  air  humidity.  The  difference  is  so  great  as  to  exert  a  marked  effect 
upon  the  pupils'  health  and  progress.  Striking  illustrations  of  the  effects 
are  cited  by  those  who  have  conducted  special  investigations  along  this 
line.  It  is  also  a  matter  of  common  observation.  For  greater  comfort 
we  sit  out  of  doors  in  springtime  in  a  humid  air  that  registers  several  degrees 
lower  than  is  generally  maintained  indoors  where  the  relative  percentage 
of  moisture  has  been  reduced  50  per  cent  or  more  by  artificial  heat. 

Further  it  is  estimated  that  an  actual  saving  of  10  per  cent  in  the 
cost  of  fuel  results  when  a  proper  percentage  of  moisture  is  maintained 
in  the  air. 

Although  authorities  differ  somewhat  as  to  the  desired  percentage  of 
humidity  to  be  maintained  in  schoolrooms,  it  is  safe  to  sav  that  in  extreme 
winter  weather  it  may  properly  range  from  40  to  50  per  cent,  preferably 
as  near  to  the  upper  limit  as  may  be  without  resulting  in  condensation 
on  the  windows.  In  milder  weather  it  is  believed  greater  comfort  will 
result  with  the  humidity  above  rather  than  below  50,  with  60  as  the  upper 
limit. 

In  buildings  already  constructed  where  no  provision  has  been  made  to 
supply  humidity  various  devices  have  been  successfully  used  to  meet  this 
defect.  School  officials  desiring  information  on  this  subject  are  advised  to 
correspond  with  the  Department. 


8 

ENTRANCES,  CORRIDORS,  STAIRWAYS  AND  CLOAKROOMS 

Entrances 

In  larger  schools  it  is  desirable  to  provide  at  least  three  entrances, 
one  for  the  public,  one  for  the  boys  and  one  for  the  girls.  In  locating 
them,  due  reference  should  be  had  to  the  convenience  and  comfort  of  pupils 
and  public,  and  to  the  ease  of  supervision.  Outside  steps  are  undesirable. 
When  they  are  necessary  they  should  be  restricted  to  the  lowest  adequate 
height  and  should  be  sheltered.  Suitable  vestibules  are  needed  to 
economize  fuel  and  save  drafts.  All  exit  doors  must  be  opened  outward, 
and  if  double  doors  are  used,  must  be  fastened  by  movable  bolts  ope- 
rated simultaneously  by  one  handle  from  the  inner  surface  of  the  door. 

Corridors 

Main  corridors  may  vary  from  8  to  14  feet  in  width,  according  to  the 
size  of  the  building.  This  width  should  be  in  addition  to  any  portion 
used  for  cloakrooms,  exits,  entrances  or  open  spaces  about  stairways. 
In  buildings  of  more  than  three  and  less  than  seven  rooms  to  a  floor,  the 
minimum  width  should  be  10  feet;  in  larger  buildings  the  minimum  should 
be  12  feet.  Corridors  may  be  made  too  wide  as  well  as  too  narrow.  The 
former  type  add  needlessly  to  the  cost  of  original  construction  and,  more 
important,  to  the  annual  cost  of  maintenance.  The  latter  interferes  with 
ready  ingress  and  egress  and  seriously  detracts  from  the  interior  appearance 
of  the  building.  Great  care  should  be  exercised  to  see  that  the  corridors 
are  well  lighted.  As  far  as  possible  the  light  should  be  direct.  Foot 
warmers,  drinking  fountains  and  standpipes  or  other  effective  fire-fighting 
appliances  should  be  placed  in  the  corridors.  Wash  bowls  should  also 
be  provided  unless  they  are  to  be  found  elsewhere. 

Stairways 

Stairways  should  be  so  located  as  to  be  within  the  shortest  distance 
of  the  greatest  number  of  pupils.  Stairs  should  be  of  sufficient  width 
to  allow  three  files  of  pupils  to  pass  at  one  time.  In  buildings  of  eight 
rooms  or  more,  there  should  be  at  least  two  stairways.  Regulations  require 
risers  to  be  approximately  6  inches  high  and  treads  to  be  1 1  inches  wide. 
All  risers  and  treads  in  each  run  must  be  strictly  uniform.    There  should 

36 


SCHOOL  BUILDINGS  AND  GROUNDS 


37 


always  be  two  turns  with  a  wide  landing  between  successive  floors. 
Winding  stairs  are  forbidden  by  the  Education  Law,  which  also  provides 
that  no  door  shall  open  directly  upon  a  flight  of  stairs,  but  a  landing  at 
least  the  width  of  the  door  shall  be  provided  between  such  stairs  and  such 
doorway.  Where  stairways  are  finished  with  open  work,  care  should  be 
taken  to  see  that  the  balustrades  are  sufficiently  high  and  strong  for  pre- 
vention of  accident.  On  the  whole,  it  is  considered  better  to  make  them 
solid. 

Cloakrooms 

Four  principal  systems  are  used  to  care  for  outer  wraps:  (i)  a  general 
cloakroom  either  in  the  basement  or  in  widened  parts  of  the  corridors; 
(2)  a  cloakroom  for  each  schoolroom:  (3)  a  room  for  each  sex  on  each  floor 
connected  with  the  toilet  rooms;  (4)  ventilated  wardrobes  in  the  school- 
rooms. Any  of  these  forms  is  satisfactory  for  upper  grade  or  high  school 
use,  but  for  the  lower  grades  either  separate  cloakrooms  adjoining  the 
respective  grade  rooms,  or  ventilated  wardrobes  should  be  provided. 
Separate  rooms  add,  it  is  estimated,  about  4  per  cent  to  the  cost  of  the 
building.  For  a  fifty-seat  room,  the  minimum  length  of  hanging  space 
is  30  running  feet.  Cloakrooms  should  be  of  sufficient  width  to  provide 
plenty  of  room  for  ingress  and  egress  without  interfering  with  wraps.  The 
hangers  should  be  so  arranged  that  wraps  will  be  sufficiently  distant  from 
the  wall  to  provide  for  free  passage  of  air  behind  them.  The  height  of 
hangers  should  be  adapted  to  the  average  size  of  the  pupils  who  are  to 
use  them,  the  height  usually  varying  from  3  to  3I  feet  for  primary  children, 
to  5  and  5I  feet  for  high  school  pupils. 

Drinking  Facilities 

Districts  must  provide  suitable  drinking  facilities.  Either  sanitary 
drinking  fountains  or  individual  cups  must  be  supplied.  When  running 
water  is  not  available  either  a  bubbling  fountain  or  a  suitable  covered  tank 
or  jar  with  faucet  is  required.  The  use  of  a  drinking  fountain  is  so  essen- 
tial for  ease  of  administration  and  economy  of  time  as  well  as  for  sani- 
tary reasons  that  districts  will  be  required  to  provide  them  in  all  cases 
where  running  water  is  available  and  they  can  without  unreasonable  diffi- 
culty and  expense  be  protected  from  frost.  One  fountain  for  approxi- 
mately one  hundred  pupils  is  deemed  sufficient.  Those  intended  for  the 
use  of  small  children  should  be  set  sufficiently  low. 

Utmost  care  needs  to  be  exercised  to  see  that  the  source  of  water 
supply  is  free  and  is  kept  free  from  any  contamination.    Wells  must  be 


38 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


made  sanitary.  They  must  be  thoroughly  and  completely  protected  against 
all  surface  drainage  and  must  not  be  located  where  they  can  be  fed  from 
veins  of  water  that  receive  any  of  their  supply  from  barnyards,  privies, 
cesspools,  cemeteries  or  other  objectionable  sources.  Water  from  school 
wells  should  be  analyzed  at  the  beginning  of  each  school  year. 


9 


ROOMS  OTHER  THAN  GRADE  ROOMS 
Special  Rooms 

Whenever  practicable,  the  following  rooms  may  well  be  provided: 
a  principal's  office  with  an  adjoining  room  for  supplies,  a  play  room  and 
a  combined  emergency  and  teachers'  rest  room.  The  play  room,  for  use 
in  inclement  weather,  needs  to  be  well  lighted  and  ventilated.  The  teachers' 
rest  and  emergency  room  should  be  provided  with  proper  toilet  facilities 
and  may  well  have  as  a  part  of  its  furnishings  a  case  containing  simple 
remedies.    Other  special  rooms  may  be  added  to  meet  local  needs. 

Recitation  rooms,  laboratories,  auditorium  and  rooms  for  vocational 
instruction  should  be  arranged  so  as  to  be  as  readily  accessible  as  possible 
for  pupils  who  are  to  use  them,  except  that  laboratories  should  be  so  placed 
as  to  avoid  diffusion  of  fumes  through  the  building. 

The  Library  in  Rural  Schools 

Every  rural  school  should  have  a  place  for  the  proper  housing  of  the 
school  library.  It  should  be  the  aim  (i)  to  make  the  books  easily  accessible 
to  all  the  children;  (2)  to  enable  the  teacher  to  exercise  close  and  intelligent 
supervision.  This  may  be  effected  in  three  ways:  (i)  through  the  use 
of  bookcases  with  glass  doors;  (2)  through  the  construction  of  shallow 
recesses  in  a  partition  wall  of  the  room  —  a  very  satisfactory  method 
and  a  most  inexpensive  one  when  building;  (3)  through  the  construction 
of  a  special  room  provided  either  with  suitable  shelves  or  with  bookcases. 
Such  a  room  should  be  an  alcove  of  the  schoolroom  without  any  inter- 
vening wall.  If  this  alcove  is  of  sufficient  size,  a  reading  table  may  be  pro- 
vided for  the  use  of  the  pupils. 

The  Library  in  Academic  Schools 

Every  classroom  and  department  should  have  its  library.  Unless 
the  general  library  is  a  very  large  one,  or  is  a  community  library  as  well 
as  a  school  library,  a  separate  room  is  not  necessary  nor  it  is  desirable 
unless  it  is  an  alcove  off  the  main  study  room.  Experience  shows  that 
libraries  kept  in  separate  rooms  are  commonly  used  to  a  much  less  extent 
than  when  distributed  through  the  schoolrooms.  It  is  fundamentally 
important  to  have  libraries  as  accessible  as  possible  both  to  pupi.s  and 
teachers. 


40  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

In  schools  where  there  is  a  general  study  room,  it  is  well  to  keep  most 
of  the  books  for  academic  grades  in  that  room;  otherwise  they  should  be 
distributed  among  the  different  recitation  rooms  in  accordance  with  the 
subjects  taught  in  the  various  rooms.  The  books  of  a  general  character 
would  naturally  be  kept  in  the  room  in  which  English  is  taught. 

When  the  main  library,  because  of  its  size  or  for  other  reasons,  is 
kept  in  a  separate  room,  this  room  should  be  adequately  lighted,  well 
heated  and  easily  accessible.  In  that  event,  the  library  should  be 
competently  supervised  by  a  regular  librarian  who  has  had  some  training 
for  the  work  and  should  be  open  the  whole  or  a  part  of  each  day,  as  circum- 
stances may  dictate. 

The  size  of  the  classroom  library  as  well  as  of  the  general  school  library 
will  vary  with  the  enrolment  of  pupils  and  the  valuation  of  the  district; 
but  in  general  it  may  be  said  that  in  the  rural  school  and  in  each  classroom 
of  village  or  city  school,  provision  should  be  made  for  at  least  two  hundred 
volumes. 

Laboratories 

An  ideal  arrangement  for  laboratories  is  to  group  them  around  a  central 
room  which  may  be  used  for  scientific  lecture  and  demonstration,  and  for 
general  recitation  purposes.  This  arrangement  reduces  the  expense  of 
fitting  up  and  equipping.  Laboratories  should  be  well  ventilated,  and 
separate  dust-proof  glass-front  cases  are  needed  for  apparatus  and 
chemicals.  Every  chemical  laboratory  should  have  at  least  one  sink 
covered  with  a  hood  to  carry  off  objectionable  odors  and  gases.  There 
should  be  plumbing  arrangements  for  the  free  supply  and  disposal  of 
water,  and  the  room  should  be  wired  for  electricity  and  piped  for  gas, 
if  these  conveniences  are  obtainable. 

Commercial  Rooms 

In  schools  where  a  full-sized  commercial  department  is  maintained 
three  classrooms  should  be  provided,  one  chiefly  for  bookkeeping,  somewhat 
larger  than  the  normal  type  of  high  school  classroom,  one  for  typewriting 
somewhat  smaller,  and  a  room  of  standard  size  for  other  commercial  classes. 
Suitable  cases  and  shelves  should  be  provided  for  commercial  collections 
and  for  supplementary  and  reference  literature.  Whatever  arrangement 
is  made  for  the  hanging  of  maps  should  not  interfere  with  the  use  of  the 
curtain  or  other  fixtures  that  should  be  provided  for  a  stereopticon.  All 
the  rooms  used  for  commercial  classes  should  be  en  suite. 


SCHOOL  BUILDINGS  AND  GROUNDS 


41 


Auditorium 

It  is  highly  desirable  that  an  auditorium  be  included  in  every  school 
building  of  more  than  eight  rooms.  The  uses  and  advantages  of  such  a 
room  are  various.  The  bringing  together  of  the  school  as  a  unit  makes 
the  direction  and  supervision  of  the  school  easier,  helps  to  produce  an 
enthusiastic  and  healthy  school  spirit,  promotes  school  unity,  gives  marked 
stimulus  and  increased  firmness  of  purpose  to  the  pupils  of  the  lower  grades, 
and  makes  possible  school  entertainments,  helpful  addresses,  and  the  fitting 
observation  of  special  days.  An  auditorium  is  also  needed  for  music  classes 
and  choral  work,  for  drill  for  public  speaking,  in  recitation,  declamation, 
essay,  oration,  debate  and  elocution  exercises  in  general.  Further,  the  school 
auditorium  often  serves  effectively  as  a  civic  center,  a  place  for  the  sug- 
gestion and  discussion  of  plans  for  community  betterment.  On  account 
of  ready  accessibility,  safety  in  case  of  fire,  and  the  saving  of  time  in  assem- 
bling the  school,  the  auditorium  should  be  on  the  ground  floor  and  first 
floor,  or  on  the  first  floor  and  second  floor.  Only  in  cases  where  the  most 
rigid  economy  must  be  practised  should  the  assembly  room  be  placed  in 
the  basement  or  on  the  third  floor.  It  is  usually  so  constructed  as  to  have 
entrances  from  two  floors,  the  upper  one  leading  to  a  balcony.  This  arrange- 
ment renders  it  easier  to  procure  the  requisite  seating  capacity  and  wi*:h 
it  a  well-proportioned  auditorium.  It  also  facilitates  entrance  and  exit. 
In  schools  of  less  than  eight  rooms,  it  is  commonly  necessary  to  provide 
an  assembly  room  instead  of  an  auditorium,  a  room  that  needs  to  be  used 
for  study  as  well  as  for  assembly.  For  assembly  use  from  6  to  7  square 
feet  to  each  pupil  is  sufficient. 

Rooms  for  Vocational  Training 

There  are  so  many  types  of  vocational  training,  and  the  size  of  com- 
munities is  so  variable,  that  it  is  practically  impossible  to  lay  down  any 
general  requirements  which  will  meet  the  situation.  It  is  practically  impos- 
sible to  state  the  requirements  for  trade  schools.  These  schools  will  be 
located  mainly  in  large  cities  and  will  be  administered  under  special  con- 
ditions adapted  to  the  industrial  needs  of  the  community  and  the  popu- 
lation of  the  city. 

Day  continuation  and  part-time  schools  require  very  little  equipment 
apart  from  regular  classrooms,  the  practical  work  being  carried  on  in  the 
shops,  stores  and  factories  of  the  city. 

Evening  vocational  schools  use  the  equipment  of  the  day  schools. 

There  are  four  situations,  however,  in  which  some  specific  directions 
may  be  helpful. 


42  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

1  Schools  of  agriculture,  mechanic  arts  and  homemaking.  These  schools 
are  really  departments  of  existing  high  schools  and  academies,  the  pupils 
reciting  English,  history  and  other  academic  subjects  in  the  regular  classes, 
and  using  for  a  portion  of  the  day  the  laboratories  and  certain  special 
classrooms  in  agriculture,  mechanic  and  household  arts. 

The  agricultural  department  needs  two  rooms:  {a)  recitation  and  lab- 
oratory room,  {b)  shop.  The  recitation  and  laboratory  room  should  be 
about  the  size  of  a  regular  classroom  and  may  be  located  in  any  part  of 
the  building  which  is  well  lighted,  well  ventilated  and  dry.  It  should  be 
as  near  the  shop  as  possible.  It  is  even  well  to  have  them  join.  This  room 
should  have  running  water  with  sink,  gas  (if  available),  blackboards  and 
spaces  for  cases  and  cupboards. 

The  shop,  as  already  stated,  should  join  this  recitation  and  laboratory 
room;  otherwise,  it  should  be  in  the  basement.  It  is  especially  important 
that  it  be  located  in  a  light  and  dry  place  with  southern  exposure.  In  length, 
it  should  not  be  less  than  24  feet,  and  in  width,  not  less  than  18  feet.  It 
should  have  a  substantial  floor  and  an  outside  chimney  for  the  forge. 

The  homemaking  department  requires  two  rooms,  {a)  sewing  room, 
{b)  cooking  room.  As  in  the  case  of  agriculture,  these  two  rooms,  if  pos- 
sible, should  adjoin,  as  one  teacher  is  in  charge  of  both  rooms  and  school 
programs  often  make  it  impossible  to  avoid  a  conflict  in  classes. 

The  cooking  room  needs  light,  heat  and  ventilation.  It  should  have 
running  water,  gas  (if  available),  coal  range  with  hot  water  front  attach- 
ment, cases,  cupboards,  blackboard  and  cooking  cables. 

Both  these  rooms  should  be  as  large  as  medium-sized  schoolrooms. 
The  sewing  room  should  be  provided  with  suitable  tables;  this  room  may 
be  used  not  only  for  millinery,  dressmaking  and  plain  sewing,  but  also  for 
drawing  and  household  decoration.  A  garment-fitting  space  should  be 
provided  in  a  corner  by  the  use  of  rods  and  curtains. 

2  General  industrial  schools.  These  schools  will  be  a  part  of  a  pre- 
vocational  school  system  in  a  large  city  and  will  constitute,  in  most  cases, 
the  only  vocational  training  in  the  smaller  communities.  It  is  difficult 
to  outline,  except  in  a  general  way,  the  equipment  necessary.  It  is  likely 
that  four  rooms  will  be  required,  as  follows: 

a  Woodworking  and  patternmaking  room.  This  should  be  well  ven- 
tilated, well  lighted  and  dry.  It  should  have  a  substantial  floor  to  absorb 
the  jar  of  woodworking  machinery.  It  should  have  light  on  two  sides 
and  should  be  as  large  as  the  largest  schoolroom. 

b  A  general  mechanical  room  the  size  of  a  large  classroom,  in  which  there 
is  place  and  equipment  for  sheet-metal  working,  plumbing  and  iron  work. 


SCHOOL  BUILDINGS  AND  GROUNDS 


43 


c  An  electrical  room  the  size  of  a  small  classroom. 

d  A  fourth  room  may  be  used  for  special  phases  of  vocational  train- 
ing not  included  in  the  other  rooms,  such  as  printing,  painting  and  molding. 

It  is  assumed  that  all  these  rooms  must  be  well  lighted,  heated  and 
ventilated  and  kept  free  from  moisture;  that  they  have  space  for  cup- 
boards and  lockers,  and  storage  room  for  lumber  and  material;  that  there 
is  gas,  running  water  and  electrical  power.  All  connecting  floors  and  walls 
should  be  made  thoroughly  sound  proof. 

3  Manual  training  and  household  arts.  This  equipment  is  planned 
for  schools  other  than  vocational  where  the  manual  and  household  arts 
are  given  for  purposes  of  general  education.  At  least  three  rooms  are 
needed: 

a  The  manual  arts  room.  This  room  should  be  at  least  the  size  of  a 
large  grade  or  classroom.  It  should  have  equipment  for  various  expres- 
sions of  the  manual  arts  including  woodworking,  light  iron  work,  and  sheet- 
metal  work.  Preferably  provision  should  be  made  as  well  for  printing  and 
electrical  work. 

b  Domestic  science  room.  This  should  be  the  size  of  a  regular  class- 
room, and  should  be  provided  with  gas,  running  water,  cupboards,  service 
tables  and  cooking  equipment. 

c  Domestic  art  room.  This  should  be  equipped  with  tables  and  a 
fitting  space.  This  room,  in  small  places,  may  be  used  as  well  for  drawing 
and  household  decoration. 

4  Drawing  or  art  room.  For  this  room,  at  least  a  regular  sized  class- 
room should  be  provided  with  light  admitted  on  the  north  side  only.  There 
should  be  a  small  amount  of  blackboard  space,  a  storeroom  for  supplies, 
running  water,  artificial  light,  wall  sockets  for  lantern,  and  movable 
tables  which  may  be  grouped  in  twos,  threes  or  fours  according  to  the 
size  of  the  classes. 

The  room  should  be  so  arranged  that  it  will  admit  of  use  for  exhibition 
purposes  or  for  work  in  household  arts  courses.  This  room  should  also 
be  of  such  a  character  that  it  can  be  converted  into  a  school  gallery  or 
art  lecture  room  when  needed.  Space  should  also  be  provided  for  the 
gathering  and  installation  of  school  museum  material  for  use  in  art  classes. 

Larger  cities  offering  courses  in  applied  design  involving  the  use  of 
the  soft  metals,  clay  etc.  should  provide  one  or  two  additional  rooms  smaller 
in  size,  equipped  for  such  purposes,  and  including  bench  table  running 
the  length  of  the  window  wall  surface,  just  below  the  windows,  with  drawers 
beneath,  running  water,  electricity  and  gas,  chimney  flue,  movable  tables 
and  exhibition  wall  space. 


lO 

TOILET  FACILITIES 
Outdoor  Closets 

It  is  fundamentally  important  that  all  schools  in  city,  village  and 
country  be  provided  with  suitable  toilet  facilities.  They  can  not  be  suitable 
unless  they  are  sanitary,  and  experience  has  demonstrated  beyond  the 
possibility  of  contradiction  that  the  old  type  of  outdoor  watercloset,  or 
earth  closet,  is  not  sanitary  or  decent,  but  to  the  contrary  is  a  constant 
menace  both  to  health  and  morals. 

As  every  boy  and  girl  under  the  tutelage  of  the  State  is  entitled  alike 
to  all  essential  safeguards,  this  statement  necessarily  applies  to  all  schools 
regardless  of  size  or  location.  The  claim  that  the  old  type  of  outdoor 
closet  has  served  all  purposes  of  the  district  for  generations  and  is  there- 
fore acceptable  and  suitable  is  without  weight.  To  the  contrary,  experience 
with  it  in  the  past  conclusively  proves  that  it  is  wholly  unfit  and  unsatis- 
factory. The  public  school  surely  ought  not  to  be  the  last  institution  to 
make  progress,  and  particularly  in  matters  affecting  the  comfort,  health 
and  lives  of  the  children  who,  obedient  to  the  laws  of  the  State,  are  in 
attendance  therein.  The  excuse  that  a  district  can  not  afford  such 
improvements  is  an  argument  in  favor  of  consolidation  in  such  a  case, 
in  order  to  form  a  district  that  can  afford  to  provide  the  facilities  that 
are  unmistakably  essential  to  the  pupil's  welfare. 

Regulations 

From  what  has  been  said,  it  is  manifest  that  the  only  remedy  for  the 
outdoor  closet  is  to  abolish  it.  With  that  end  in  view  and  to  insure  in 
its  place  suitable  and  adequate  facilities,  the  following  regulations  have 
been  adopted: 

1  Approval  of  plans  for  the  construction  of  new  school  buildings  and 
for  the  remodeling  of  old  buildings  can  not  be  given  until  provision  is  made 
for  an  approved  system  of  sanitary  closets. 

2  All  public  schools  must  be  provided  with  approved  closet  facilities 
before  September  i,  191 8. 

3  Whenever  it  becomes  necessary  for  a  district  to  provide  new  toilet 
facilities  before  the  expiration  of  the  time  limit  established,  such  facilities 
must  be  of  approved  type. 

44 


SCHOOL   BUILDINGS  AND  GROUNDS 


45 


Types  Approved 

The  following  types  are  approved  to  meet  varying  conditions: 

1  A  flush  system.  When  water  and  suitable  sewerage  are  available, 
schools  will  be  expected  to  instal  this  system. 

2  A  dry  closet  system. 

3  A  chemical  system. 

4  The  L.  R.  S.  type,  described  in  Public  Health  Bulletin  51,  published 
by  the  United  States  Treasury  Department  and  issued  by  the  Government 
Printing  Office  in  1914. 

5  The  type  where  water-tight  nonabsorbent  receptacles,  easily 
removable,  are  provided  and  clean  dust  or  ashes  is  supplied  and  scattered 
freely  over  the  excreta  whenever  the  closet  is  used.  The  use  of  this  type 
is  restricted  to  isolated  rural  districts  with  small  enrolment  and  low 
valuation,  and  special  permission  must  be  secured  in  every  case. 

In  all  types  the  following  conditions  must  be  met: 

a  The  closet  or  toilet  must  be  in  a  room  attached  to  and  made  a  part 
of  the  school  building. 

h  The  walls  and  ceiling  of  this  room  must  be  constructed  and  finished 
in  like  manner  as  other  rooms  of  the  building. 

c  The  urinals  must  be  constructed  of  noncorrosive,  nonabsorbent 
material. 

d  In  all  cases  the  rooms  must  be  well  lighted  and  ventilated. 
e  Toilet  paper,  wash  bowl  or  basin  and  towels  (paper  towels)  must 
be  furnished. 

/  Toilet  rooms  must  be  heated  in  all  cases  where  it  is  practicable 
to  do  so. 

g  Before  constructing  sanitary  closets,  a  simple  sketch  of  the  rooms 
and  approaches  and  a  description  of  the  closet  must  be  submitted  to  the 
State  Department  of  Education  for  approval. 

In  the  last  three  types  named,  the  following  additional  conditions 
must  be  met: 

a  Receptacles  must  be  of  ample  capacity  and  must  be  of  noncorrosive 
and  nonabsorbent  material. 

h  Provision  must  be  made  for  the  ventilation  of  receptacles  by  means 
of  ventilators  extending  through  the  roof. 

c  There  must  be  a  thoroughly  ventilated  approach  leading  to  the 
closet  from  the  coat  room,  corridor  or  hallway  of  the  building. 

d  All  receptacles  must  be  of  a  type  to  be  emptied  outside  of  class- 
rooms, recitation  rooms,  hallways  and  toilet  rooms,  and  the  construction 
must  be  such  as  to  facilitate  this  process. 


46  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

e  The  vaults  must  be  tight  so  as  to  render  the  entrance  of  flies, 
mosquitoes  and  other  insects  absolutely  impossible. 

i  Seats  must  be  hinged  and  made  to  close  automatically. 

Plumbing 

1  Plumbing  must  conform  to  local  ordinances  where  such  are  in 
force.  Where  none  exist,  commonly  accepted  standards  as  exemplified 
in  city  ordinances  shall  govern. 

2  When  no  sewerage  system  is  available  for  use,  an  application  must 
be  made  to  the  State  Department  of  Health  for  approval  of  a  sewage  dis- 
posal plant,  as  that  department  has  exclusive  jurisdiction  over  the  dis- 
position of  sewage. 

3  In  other  than  rural  communities,  both  local  and  general  vents 
must  be  provided. 

4  One  seat  should  be  provided  for  every  25  girls  and  one  seat  and 
one  urinal  for  every  40  boys,  or  a  combination  seat  and  urinal  for  every 
25  boys.  Both  seats  and  urinals  should  be  separated  into  compartments. 
Absorbent  or  corrosive  materials  can  not  be  approved  for  use  in  the  con- 
struction of  urinals. 


II 


INTERIOR  FINISH  AND  TRIM 

In  the  interior  finish,  the  general  object  is  to  avoid  projections  which 
catch  dust  and  increase  the  difiiculty  of  securing  cleanhness.  For  this 
reason,  all  woodwork  should  be  of  plain  and  simple  pattern  and  all  deep- 
cut  moldings  should  be  avoided.  Plain  veneered  doors  without  transoms 
are  recommended  instead  of  the  ordinary  paneled  doors.  A  sanitary 
finish  about  windows  can  be  obtained  by  omitting  all  trim  and  plastering 
the  corners  round  against  the  frames.  To  facilitate  sweeping  and  cleaning, 
the  junction  of  the  baseboard  and  floor  should  be  finished  with  cove  molding, 
where  the  conditions  are  such  as  to  permit.  It  is  of  especial  importance 
that  the  corridors  be  finished  in  this  way.  If  wainscoting  is  to  be  used 
in  any  portion  of  a  schoolhouse,  brick  is  preferable  to  wood,  since  it  can 
be  finished  as  attractively  and  is  much  more  sanitary.  Keene  cement 
troweled  smooth  and  suitably  painted  is  also  recommended. 

Interior  paint  should  ordinarily  be  of  a  flat  color  and  washable.  Light 
gray-green  or  drab  is  recommended  as  a  wall  color  for  southern  exposure 
and  light  cream  or  buff  for  northern  exposure.  The  dado  should  be  a 
darker  tone  of  the  wall  color,  and  the  ceilings,  white  very  slightly  modified 
by  the  wall  color.  Woodwork  should  not  have  a  gloss  finish;  instead, 
the  natural  or  dull  finish  is  recommended.^ 

Floors 

Where  wood  floors  are  used,  they  should  be  of  a  good  grade  of  material, 
close  grained  and  free  from  knots,  so  that  they  will  wear  evenly.  Narrow 
width  boards  are  preferable.  Maple  or  oak  floors  are  recommended, 
though  rift-sawed  Georgia  pine  of  high  grade  gives  good  satisfaction  and 
is  often  used  when  a  cheaper  floor  is  necessary.  In  nonfireproof  buildings, 
the  floors  should  be  double  and  should  be  thoroughly  deadened.  For  the 
best  methods  of  deadening  floors,  a  competent  architect  or  reports  of  current 
engineering  practice  should  be  consulted.  Whatever  the  material  is, 
great  care  needs  to  be  exercised  in  its  selection,  as  the  best  quality  is  in 
the  end  the  cheapest.  Dustproof  cement,  plastic  cement,  tile  and  com- 
position floors  of  various  kinds  are  commonly  used  in  the  corridors  of 
large  buildings.  When  cement  is  used,  it  should  always  be  laid  in  blocks 
or  squares. 

'  See  chapter  on  Schoolroom  Decoration. 

47 


48  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

Battleship  linoleum  is  coming  into  use  for  schoolroom  floors,  especially 
for  corridors.  It  seems  to  be  giving  such  good  satisfaction  and  is  so  highly 
recommended  for  sanitary  reasons  that  its  use  is  likely  to  become  much 
more  prevalent.  The  following  points  are  urged  in  its  favor:  (i)  it  is 
semifireproof,  (2)  it  is  noiseless,  (3)  it  is  not  slippery,  but  smooth  and 
elastic,  (4)  it  needs  no  oiling,  (5)  it  is  germicidal,  (6)  it  is  without  crevices 
for  the  collection  of  dust,  (7)  it  will  outwear  first  quality  oak  or  maple 
and  will  be  in  better  condition  in  the  corresponding  stages  of  its  use.  At 
present  market  prices  the  cost  of  battleship  linoleum  laid  on  concrete  floors 
is  9  cents  more  a  square  yard  than  the  cost  of  first  quality  maple  laid  on 
under  flooring  or  wood  sleepers  over  concrete.^  Movable  furniture  should 
be  used  with  this  flooring,  but  this  has  some  advantages,  among  them 
ease  of  cleaning  by  vacuum  cleaner. 

Care  should  be  taken  to  avoid  the  laying  of  resonant  floors. 

Attics,  especially  over  metal  ceilings,  should  have  tight  floors  to  prevent 
the  radiation  of  heat  upward  in  the  winter  and  downward  in  the  summer. 

Blackboards 

Blackboards  should  be  placed  on  the  side  of  the  room  opposite  the 
windows,  behind  the  teacher's  desk  and  supplemented  if  necessary  at 
the  rear  of  the  room.  Because  of  the  extra  expense,  and  especially  because 
of  the  absorption  of  light,  no  more  blackboard  space  should  be  supplied 
than  is  necessary.'-  Approximately  50  feet  is  enough  for  a  grade  room 
of  normal  size,  and  except  in  recitation  rooms  where  space  for  boards  is 
limited,  36  inches  or  at  most  42  inches  gives  a  suflFicient  width.  In  a  room 
designed  for  study  hall  purposes,  blackboards  should  be  placed  in  the  front 
of  the  rooms  only,  both  for  the  reasons  already  stated  and  because  an 
unnecessary  expanse  of  board  interferes  seriously  with  the  effective  deco- 
ration of  the  room. 

Glass  blackboard,  extensively  used  in  some  foreign  countries,  possesses 
some  points  of  superiority  over  any  other  material,  but  because  of  the 
expense  of  securing  a  suitable  quality,  of  grinding  and  otherwise  preparing 
it  for  use,  it  is  rarely  found  in  schools  here.  All  in  all,  slate  blackboard 
is  the  best  that  is  available  at  present,  and  its  use  is  strongly  recommended. 
A  good  quality  of  this  board,  well  set  and  properly  cared  for,  will  last 
indefinitely.  If  for  any  reason  it  is  not  available,  the  best  possible  sub- 
stitute should  be  secured. 

'  This  comparatively  high  cost  is  due  to  the  fact  that  the  price  a  square  yard  has  recently  advanced  approxi- 
mately 100  per  cent  by  reason  of  the  cutting  off  of  the  foreign  supply  as  a  result  of  the  war,  and  it  is  therefore 
assumed  will  be  a  temporary  condition. 

'  See  chapter  on  Schoolroom  Decoration. 


SCHOOL  BUILDINGS  AND  GROUNDS 


49 


Hyloplate  and  cement  are  forms  of  board  that  may  be  used,  but  they 
are  not  so  satisfactory  as  slate,  and  in  the  end,  it  is  beHeved,  are  not  so 
economical. 

A  chalk  and  eraser  trough  with  an  open  wire  cover  of  one-fourth  of 
an  inch  mesh  with  hinges  or  with  an  easily  removable  tray  should  be  placed 
at  the  bottom  of  each  board.  The  inside  width  of  the  trough  should  be 
2f  inches  and  the  depth  one-half  of  an  inch  above  and  one-half  of  an  inch 
below  the  mesh. 


12 

SCHOOLROOM  DECORATION 

Since  the  environment  of  the  child  is  a  potent  factor  in  molding  char- 
acter and  producing  impressions  of  lifelong  effectiveness,  it  is  important 
to  see  that  his  school  environment  teaches  him  to  appreciate  beauty  in 
nature  and  art,  to  know  some  of  the  fundamental  principles  of  beauty, 
and  to  make  a  practical  use  of  these  principles,  to  the  end  that  his  esthetic 
nature  shall  be  developed.  Hence  the  decoration  of  schoolrooms  should 
receive  the  kind  and  amount  of  attention  commensurate  with  its 
importance. 

Before  the  consideration  of  choice  and  purchase  of  pictures,  naturally 
comes  that  of  the  proper  preparation  of  the  walls  for  the  pictures.  The 
walls  are  a  fundamental  element  in  the  interior  decoration,  and  the  prepa- 
ration of  them  as  an  appropriate  background  for  pictures  should  receive 
careful  attention  when  a  building  is  being  erected.  The  problems  involved 
in  such  preparation  are  principally  the  division  of  the  wall  surface  with 
a  view  to  securing  pleasing  composition  and  suitable  spaces  for  pictures, 
and  the  tinting  of  the  walls.  Simple  principles  of  good  proportion  and 
space  division  are  taught  in  the  schools  and  yet  oftentimes  the  school 
walls  are  a  direct  violation  of  such  principles. 

It  will  be  observed  that  the  recommendations  made  herein  for  the 
improvement  of  the  appearance  of  school  walls  do  not  involve  additional 
expenditure  of  money  but  do  require  that  forethought  and  careful  con- 
sideration be  given  to  these  matters  and  that  certain  things  be  provided 
for  when  the  building  is  being  erected  rather  than  at  some  later  time. 

Blackboards,  registers,  clocks  and  certain  other  essential  articles  of 
equipment  that  must  have  a  place  on  school  walls  may  be  made  a  part 
of  good  space  composition.  A  blackboard  is  never  a  decorative  element 
and  only  so  much  blackboard  surface  as  is  actually  needed  should  be 
provided.'  A  small  amount  is  required  for  a  study  hall.  •  Observe  the 
arrangements  of  blackboards  in  the  illustrations  and  consider  how  the 
pleasing  effect  of  each  room  would  be  marred  by  blackboards  extending 
around  the  room.  • 

The  problem  of  utilizing  to  the  best  advantage  for  decorative  purposes 
the  space  between  blackboard  and  ceiling  is  an  important  one.    A  wall 


'  See  page  48. 


50 


SCHOOL  BUILDINGS  AND  GROUNDS 


picture  should  not  rest  upon  anything,  but  should  have  space  all  about  it. 
Over  the  blackboard,  even  if  only  a  few  inches  above  the  molding,  pictures 
are  unavoidably  rather  high.  For  this  reason,  it  is  desirable  that  the 
blackboards  be  no  higher  than  necessary  and  that  no  attempt  at  decoration 
along  the  top  be  made.  A  wide  panel  of  wood  or  a  second  molding  several 
inches  above  the  blackboard  for  display  of  pupils'  work  seriously  interferes 
with  the  proper  placing  of  wall  pictures. 

The  general  location  of  a  register  is,  of  course,  largely  a  matter  of 
engineering,  but  as  there  is  some  leeway  in  its  exact  position,  it  should 
be  placed  where  it  will  interfere  the  least  with  good  decorative  effects. 
In  order  that  it  may  be  as  unobtrusive  as  possible,  its  position  should  be 
subordinate  to  any  that  may  be  desirable  for  pictures;  it  should  be  either 
entirely  above  or  entirely  below  the  picture  molding;  otherwise  it  makes 
a  break  in  the  line  of  the  molding  and  thus  attracts  undue  attention  to 
itself.  It  should  also  be  painted  the  same  color  as  the  wall  of  which  it  is 
a  part. 

Aside  from  the  necessity  of  placing  a  clock  where  it  can  be  easily  seen, 
care  should  be  taken  to  hang  it  below,  not  on,  the  picture  molding,  and 
so  to  select  its  location  as  to  avoid  interfering  with  large  spaces  suitable 
for  picture  hanging.  Frequently  a  clock  may  very  properly  be  pbced 
over  a  doorway.    See  illustrations  for  good  placing  of  clocks. 

Picture  molding  should  be  put  on  the  walls  of  every  school  and  pro- 
vision for  the  proper  placing  of  it  should  be  made  in  the  building 
specifications.  Ample  space  for  suitable  pictures  and  good  space  division 
being  the  ends  sought,  the  molding  should  be  placed  to  meet  these  as  far 
as  possible.  The  main  determining  factors  in  the  placing  of  the  molding 
should  be  the  height  of  the  walls  and  the  extent  to  which  they  are  broken 
by  blackboards  or  other  articles  of  equipment  or  furnishings.  Picture 
molding  should  usually  be  placed  lower  in  corridors  and  rooms  with 
unbroken  wall  spaces  than  in  rooms  with  blackboards.  Observe  the  nice 
proportion  of  the  spaces  of  the  corridor  shown  in  illustration.  The  space 
between  molding  and  ceiling  is  a  little  less  than  one-third  of  the  space 
between  molding  and  wainscot  ,  and  about  one-half  of  the  wainscot.  The 
picture  molding  in  the  corridor  shown  in  the  illustration  is  also  well  placed, 
but  in  a  room  with  blackboards  molding  at  the  same  distance  from  the 
ceiling  as  this  one  would  be  too  low.  A  molding  that  divides  the  space 
between  blackboard  and  ceiling  into  two  equal  or  nearly  equal  parts 
fails  to  give  a  desirable  variety  in  space  division  and  prevents  the  correct 
hanging  of  pictures  of  suitable  size.  When  desired  for  rooms  with  black- 
boards, the  molding  may  be  placed  at  the  cove.    If  not  at  the  cove,  it 


52 


THE   UNIVERSITY  OF  THE   STATE  OF  NEW  YORK. 


should  be  placed  about  one-fourth  of  the  distance  from  ceiling  to  black- 
board, the  ratio  of  the  height  of  the  space  above  the  molding  to  that  below 
being  therefore  about  i  to  3.  The  proportion  will  be  more  pleasing  if 
the  measurements  are  not  too  mathematical,  that  is,  rather  than  an  exact 
ratio  of  i  to  3,  it  should  be  either  a  little  more  or  a  little  less  than  i  to  3. 

A  picture  molding  affords  a  very  successful  finish  for  the  "  coved  " 
ceiling.    See  illustration. 

White  walls  are  injurious  to  the  eyes,  cheerless  and  inartistic.  It  is 
fully  as  important  that  the  walls  of  a  schoolroom  be  of  some  soft,  pleasing 
color  as  that  they  be  decorated  with  pictures. 

In  planning  a  color  scheme  for  a  building,  the  following  suggestions 
should  be  borne  in  mind: 

Intense  or  strong  colors  should  never  be  used  for  wall  decoration. 
Soft,  neutral  colors  are  restful  to  the  eyes  and  afford  an  unobtrusive  and 
therefore  appropriate  background  for  pictures. 

Harmony  —  unity  in  variety  —  should  be  sought.  Each  room  should 
be  made  an  attractive  unit  and  also  a  part  of  a  harmonious  whole.  A  room 
with  ceiling,  walls  and  woodwork  in  one  tone  is  monotonous;  a  building 
with  only  one  color  on  the  walls  is  also  uninteresting  in  that  respect. 
Striking  or  unusual  effects  or  combinations  of  color  should,  however,  be 
avoided.  Variations  of  green,  yellow  and  orange-yellow  afford  a  wide 
range  of  appropriate  colors  for  school  walls;  for  example,  tints  of  green 
and  of  yellow,  light  gray-green,  buff  and  tan.  Green  being  a  cool  color 
is  generally  recommended  for  rooms  receiving  much  sunlight,  while  cream 
color  and  other  tints  of  yellow  give  the  effect  of  sunshine  in  the  sunless 
room. 

In  any  room  or  corridor  the  dado  should  be  a  darker  value  of  the 
color  used  on  the  main  part  of  the  wall;  the  ceiling,  a  very  light  tint,  white 
slightly  modified  by  the  color  used  on  the  wall.  When  the  picture  molding 
is  not  at  the  cove,  the  space  between  the  molding  and  the  ceiling  may  be 
the  same  as  the  ceiling  or  a  somewhat  lighter  value  of  the  color  used  on  the 
side  walls. 

Emphasis  must  again  be  laid  upon  the  unfortunate  effects  resulting 
frequently  from  a  disregard  of  the  walls  as  a  background  for  pictures. 
That  portion  of  the  wall  on  which  pictures  are  to  hang  should  be  of  one 
tone;  otherwise  the  line  where  the  two  tones  meet  will  cross  the  picture 
and  detract  from  its  effectiveness. 

Sometimes  above  a  chair  rail  and  at  the  ceiling  a  border  of  good 
simj)le  design  may  be  used,  but  neither  this  nor  a  band  of  darker  tone 
should  ever  be  used  above  the  blackboard,  because  pictures  must  either 


SCHOOL  BUILDINGS  AND  GROUNDS 


53 


be  hung  higher  than  they  would  be  otherwise,  or  else  placed  down  over 
the  border. 

The  bulletin  board  is  an  important  contributory  factor  in  good 
decoration.  The  tendency  to  clutter  schoolroom  walls  with  all  sorts  of 
small  prints,  examples  of  pupils'  work  and  other  objects,  fastening  along 
the  blackboard  molding  or  other  parts  of  the  woodwork,  is  very  general. 
If  a  suitable  place  were  provided  for  the  display  of  such  articles,  the  appear- 
ance of  most  rooms  would  be  greatly  improved.  (See  illustration.) 
Furthermore,  the  bulletin  board  with  a  fresh  display  of  pupils'  work  or 
of  pictures  from  time  to  time  would  challenge  the  attention  and  prove 
a  constant  source  of  interest  to  the  occupants  of  the  room.  Many  of  the 
building  boards  that  are  on  the  market  would  make  good  bulletin  boards. 
They  are  more  sanitary  than  burlap  and  can  be  painted  to  harmonize 
with  the  color  scheme  of  the  room. 

Pictures  to  be  hung  on  school  walls  should  be  chosen  primarily  for 
their  artistic  qualities  and  not  for  their  teaching  value.  Besides  intrinsic 
beauty,  a  wall  picture  should  have  the  following  qualifications:  the  subject 
should  be  suited  to  the  comprehension  of  the  occupants  of  the  room  in 
which  the  picture  is  to  hang;  the  picture  should  be  of  good  quality;  the 
shape  and  size  should  be  appropriate  to  the  space  to  be  occupied;  the 
frame  should  be  durable  and  in  harmony  with  the  picture  and  surroundings; 
the  placement  of  the  picture  should  be  such  that  it  may  be  seen  to  advantage 
and  also  fit  in  with  the  general  decorative  scheme  of  the  room.  (See 
illustrations.) 


CARE  OF  SCHOOLROOMS 


Janitor  Service 

It  is  essential  that  the  very  best  available  man  be  secured  as  janitor. 
The  importance  of  this  position  is  not  commonly  realized.  He  not  only 
holds  the  keys  to  the  doors  but  also  to  the  entrances  for  light,  heat  and 
ventilation.  He  is  the  one  person  who  has  immediate  and  constant  super- 
vision over  those  fundamental  requisites  that  directly  and  vitally  concern 
the  comfort  and  health  of  pupils  and  teachers. 

The  responsibility  of  the  janitor  in  these  and  other  directions  is  very 
great  and  far-reaching.  Upon  him  more  than  upon  anyone  else  must 
rest  the  care  and  sanitation  of  the  school  building  and  the  safeguarding 
of  the  school  property.  He  comes  into  close  and  intimate  association 
with  teachers  and  pupils.  Work  of  such  importance  and  involving  such 
difficult  problems  calls  for  a  man  of  excellent  character,  high  intelligence 
and  special  training.  It  is  not  the  place  for  a  man  of  uncertain  reputation, 
for  the  accommodation  of  one  who  has  failed  in  other  occupations,  or  for 
one  who  has  reached  the  period  in  life  when  he  desires  an  easy  indoor  job. 

The  success  of  the  heating  and  ventilating  systems  and  the  proper 
use  of  the  toilets  depend  largely  upon  the  care  and  judgment  shown  by 
the  janitor  in  supervising  them.  Frequently  the  complaints  that  arise 
from  the  failure  of  heating  and  ventilating  plants  to  work  properly  are 
occasioned  by  the  inefficiency  of  the  janitor.  Directions  for  the  operation 
of  heating  and  ventilating  systems  and  for  general  duties  in  the  care  of 
the  building  should  be  provided  by  the  board  of  trustees  and  should  be 
rigidly  and  persistently  adhered  to.  The  school  board  in  a  district  of 
any  considerable  size  frequently  loses  more  money  through  the  incom- 
petency of  the  janitor  than  would  hire  a  thoroughly  efficient  one.  A  school 
janitor  should  be  fitted  for  his  work  through  special  study  of  the  problems 
involved  in  the  proper  care  of  school  buildings,  and  whenever  practicable 
by  a  course  of  special  training  either  in  night  school,  vocational  school, 
or  as  an  assistant  under  a  janitor  of  successful  experience.  The  ability 
to  shovel  coal,  carry  out  ashes  and  sweep  floors,  therefore,  is  not  all  that 
is  required  of  a  janitor;  tact,  common  sense,  energy,  character  are  also 
requisite  and  are  abundantly  worth  any  reasonable  expenditure  to  secure 
them. 


54 


SCHOOL  BUILDINGS  AND  GROUNDS 


SS 


Dust  and  Its  Removal 

It  is  stated  by  best  authorities  that  dust  is  the  greatest  carrier  and 
distributor  of  pathogenic  germs,  but  it  is  also  said  that  dust  does  more 
injury  through  its  irritating  quahties  than  through  the  disease-bearing 
organisms  that  it  contains.  This  is  particularly  true  of  dust  in  the  school. 
It  is  therefore  vitally  important  that  schoolrooms  should  be  kept 
scrupulously  clean  and  free  from  dust.  To  secure  this  result,  they  must 
not  be  swept  and  dusted  dry.  The  end  in  view  in  any  method  of  cleaning 
is  to  remove  as  much  dust  as  possible  and  leave  as  little  as  may  be  dis- 
tributed. The  following  preventive  measures  are  suggested  for  use  as 
conditions  permit: 

1  The  best  method  of  removing  dust  is  by  vacuum  cleaning,  but 
a  satisfactory  outfit  must  be  installed.  It  must  be  admitted,  however, 
that  frequently  vacuum  cleaning  has  not  proved  a  success,  but  it  is  believed 
that  this  is  due  to  the  selection  of  the  wrong  type  of  cleaner,  to  faulty 
installation  or  to  failure  to  use  the  machine  properly.  Faulty  installation 
is  believed  to  be  the  prevailing  error.  Outlets  in  halls  through  each  of  which 
several  rooms  are  to  be  cleaned  do  not  prove  satisfactory  because  the  hose 
is  then  too  long  and  heavy  to  handle  and  the  friction  too  great  to  get  suffi- 
cient suction. 

2  The  use  of  standard  sweeping  compounds,  sold  freely  in  the  markets 
under  various  trade  names,  largely  prevents  the  dust  from  rising  in  the 
air  and  is  a  great  aid  in  freeing  schoolrooms  from  this  evil. 

3  The  use  of  moistened  sawdust  is  a  comparatively  inexpensive 
method  of  keeping  down  the  dust,  though  it  is  claimed  that  fine  particles 
of  the  sawdust  are  apt  to  get  into  the  air  and  that  better  results  would 
be  insured  if  the  sawdust  were  moistened  evenly  throughout  with  a  mixture 
of  oil,  turpentine  and  disinfectant.  A  little  clean  sand  mixed  in  will  help 
to  give  desired  weight. 

4  Floor  oil  is  frequently  used  to  keep  down  the  dust.  There  exists 
a  great  diversity  of  opinion  as  to  the  merits  of  such  oils.  The  following 
advantages  are  claimed:  (a)  it  prevents  the  dust  from  being  stirred  up 
by  the  passage  of  the  pupils  through  the  room;  {b)  through  its  use  dust 
is  prevented  from  rising  in  the  air  during  the  process  of  sweeping;  (c)  it 
protects  the  floor,  prevents  it  from  splintering,  wearing  up  rough  and 
cracking;  (d)  it  saves  time  in  dusting.  The  following  objections  to  the 
use  of  floor  oil  are  frequently  raised:  (a)  it  stains  and  darkens  the  floor, 
leaves  gummed  patches  and  elevations,  particularly  about  the  legs  of 
desks;  (b)  through  its  efi^ect  in  staining  the  floor,  it  tends  to  darken  the 


56  THE   UNIVERSITY  OF  THE   STATE  OF  NEW  YORK 

rooms  by  absorbing  the  light  and  gives  the  impression  of  uncleanUness; 
(c)  the  odor  is  said  to  be  offensive;  (d)  it  increases  the  fire  hazard;  {e)  the 
most  frequent  objection  is  that  it  soils  clothing  and  injures  and  is  liable 
to  ruin  rubbers. 

In  general  it  may  be  said  that  the  disadvantages  claimed  doubtless 
arise  largely  from  the  use  of  a  poor  quality  of  oil  and  through  the  improper 
and  too  frequent  application  of  it. 

If  oil  is  employed,  it  should  be  applied  to  the  floors  several  days  before 
they  are  to  be  used.  Great  care  should  be  used  to  have  the  floors 
thoroughly  clean.  A  thin  application  of  light  oil  of  good  quality  should 
be  well  and  evenly  applied  with  a  brush  made  for  the  purpose,  and  any 
excess  should  be  carefully  wiped  off.  It  should  then  be  permitted  to  dry 
for  several  days  before  the  room  is  used.  The  adoption  of  these  precautions 
will,  it  is  believed,  largely  remove  the  objections  to  its  use. 

5  Oil  brushes  of  various  kinds  if  properly  used  give  good  results. 
Hair  or  fiber  brooms  either  of  a  self-oiling  variety  or  rendered  oily  by 
judicious  application  of  oil  by  the  janitor  are  used  with  good  results.  Even 
when  floors  are  oiled  occasionally,  as  described  under  paragraph  4  above, 
either  some  form  of  sweeping  compound  should  be  used  of  which  oil  is 
a  constituent,  or  an  application  of  oil  directly  to  a  hair  or  fiber  broom 
is  recommended. 

6  In  wall  decorations  and  displays  of  school  work,  every  reasonable 
effort  should  be  made  to  prevent  so  far  as  possible  the  collection  of  dust. 
School  work  displays  on  the  walls  should  be  frequently  changed  in  order 
to  prevent  accumulations  of  dust  and  to  remove  what  has  accumulated. 

7  Special  pains  should  be  taken  to  select  dusters  that  will  take  up  as 
much  dust  as  possible  and  disperse  as  little  as  may  be.  Feather  dusters 
should  never  be  used. 

The  condition  of  the  air  in  the  schoolroom,  its  purity,  temperature 
and  relative  humidity  is  the  most  important  consideration.  Air,  light 
and  attractiveness  are  all  essentials,  but  first  and  foremost  is  air.  The 
janitor  is  the  one  person  who  has  immediate  and  constant  supervision 
over  it.  The  responsibility  of  the  janitor  in  this  and  other  directions 
is  therefore  very  great  and  far-reaching. 


14 


SCHOOL  GROUNDS 
General 

The  need  of  large,  roomy  school  grounds  can  scarcely  be  too  strongly 
urged.  This  most  important  consideration  has  been  heretofore  largely 
ignored,  and  in  most  localities  is  receiving  far  too  little  attention  at  the 
present  time.  The  grounds  should  be  ample  in  size  for  all  demands  of 
play  and  physical  training,  for  all  work  that  may  be  required  in  nature 
study  and  agriculture  and  for  all  essential  purposes  of  ornamentation. 
They  should  be  sufficient,  therefore,  to  minister  to  all  reasonable  physical, 
utilitarian  and  esthetic  wants  of  childhood.  Room  is  needed  for  sports 
and  games,  for  playground  equipment  and  outdoor  gymnasium,  for  a  school 
garden  of  liberal  proportions  and  for  lawns,  trees,  shrubbery  and  flowers. 
If  it  is  impossible  to  secure  grounds  sufficient  for  all  these  needs,  the  play- 
ground should  be  the  last  thing  sacrificed.^  Often  in  communities  where 
land  is  cheap,  the  school  building  is  tucked  away  in  an  unattractive  corner 
or,  in  the  country,  is  placed  on  some  stony  waste  bit  at  the  very  edge  of 
the  highway,  solely  because  the  site  is  valueless  for  farming.  Under  normal 
conditions,  a  country  or  village  school  should  have  grounds  of  from  two  acres 
upward.  When  practicable,  a  site  with  at  least  a  few  well-grown  trees 
should  be  selected. 

School  grounds  should  be  thoroughly  drained,  should  not  be  of  marshy 
or  made  ground,  and  should  not  receive  surface  drainage  from  adjacent 
grounds.  As  has  been  said,  they  should  be  removed  from  objectionable 
noises,  polluted  air,  and  from  any  source  of  moral  contamination.  A  sunny 
southern  slope  is  preferred,  especially  for  the  playgrounds,  which,  if  neces- 
sary, should  be  protected  from  prevalent  winds  by  the  building. 

Before  the  building  is  located,  a  landscape  architect  or  engineer  - 
should  be  employed  to  plot  the  ground,  determine  upon  the  position  of 
the  building,  playgrounds  and  school  garden,  locate  the  trees,  walks,  drives, 
shrubbery,  flower  beds,  etc.  If  all  improvements  can  not  be  made  at 
once,  there  should  be  a  definite  plan  kept  constantly  in  mind  so  that  in 
the  end  the  grounds  will  form  a  symmetrical  and  pleasing  whole. 

'  See  page  58,  Playgrounds  and  Physical  Training. 
*  See  page  64,  Arrangement  with  State  Colleges. 

57 


58  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

Playgrounds,  Physical  Training  and  Citizenship 

Play  is  an  innate  demand  of  the  child's  being,  an  inflexible  law  of  his 
life.  Like  food  and  sleep,  it  is  a  prerequisite  to  healthy  normal  growth 
and  development,  to  vigor  of  body  and  health  of  mind.  In  recognition 
of  this  fact,  it  is  incumbent  upon  the  school  to  provide  adequate  facilities 
for  games  and  sports  and  to  make  suitable  provision  for  their  supervision 
and  direction.  If  it  is  important  that  the  parent  provide  for  and  direct 
the  play  of  the  child  at  home,  how  far  more  essential  that  the  school  should 
do  so  when  it  has  withdrawn  the  child  from  parental  restraint  and  authority, 
thrown  him  into  association  with  other  children  representing  all  classes 
and  conditions  and  subjected  him  to  the  influence  of  the  mass  spirit! 

Children  will  play;  they  ought  to  play;  they  should  be  encouraged 
in  it,  equipped  for  it,  and  taught  how  to  get  the  most  out  of  it.  As  all 
play  is  not  equally  beneficial,  it  is  necessary  to  make  well-considered  plans 
and  to  exercise  intelligent  discrimination  in  order  that  those  games  and 
sports  that  will  prove  most  helpful  and  invigorating  may  prevail  on  the 
school  grounds. 

Development  of  soundness  and  vigor  of  body  has  its  civic  value  also. 
It  lays  the  foundation  for  sturdy  manhood,  for  productive  citizenship. 
The  right  sort  of  physical  training  throughout  school  life  will  produce 
the  fiber  that  will  bear  the  burden  and  endure  the  strain  that  the  utmost 
emergency  of  civic  life  may  be  forced  to  exact.  It  insures  a  rational 
and  essential  preparedness  for  useful  citizenship. 

There  are  additional  reasons  why  the  importance  of  playgrounds 
and  physical  training  can  hardly  be  overestimated.  In  the  intimate  and 
free  association  with  children  afi^orded  by  the  tactful  supervision  and 
direction  of  outdoor  sports,  probably  lies  the  teacher's  greatest  opportunity 
to  secure  the  real  respect  and  afi^ection  of  her  pupils.  This  in  itself  is  an 
end  of  telling  moment. 

It  is  also  of  paramount  importance  to  make  provision  for  supervised 
play  because  the  playground  afi^ords  best  possible  opportunities  for 
exemplifying  the  fundamental  principles  of  civics  and  economics  and  for 
inculcating  the  invaluable  elements  of  manners  and  morals.  The  play- 
ground may  therefore  be  made  a  powerful  factor  in  the  mental,  moral 
and  civic  development  of  the  school  children.  Indeed,  where  else  in  the 
entire  life  of  the  young  is  there  such  exceptional  opportunity  to  train  the 
will,  to  beget  habits  of  self-control,  to  encourage  right  thinking  and 
courageous  action,  to  inculcate  habits  of  clean  speech,  to  teach  in  concrete 
form  such  important  lessons  as  those  of  courtesy,  obedience,  respect  for 


SCHOOL  BUILDINGS  AND  GROUNDS 


59 


superiors,  consideration  for  the  unfortunate,  tlie  need  of  organization 
and  leadership,  regard  for  the  right  of  others,  responsibihty  in  the  per- 
formance of  duties,  mutual  dependence,  necessity  and  virtue  of  cooperation; 
in  short,  to  exemplify  in  actual  practice  the  principles  of  self-government.^ 

The  public  school  must  assuredly  occupy  this  field  if  it  is  effectively 
to  fulfil  the  mission  for  which  it  was  created,  namely,  preparation  of  the 
youth  for  citizenship,  for  public  service  —  the  principle  that  lies  at  the 
basis  of  state  control  and  direction  of  education. 

The  playgrounds  should  be  of  ample  size  to  meet  all  needs  of  pupils 
of  different  ages  and  both  sexes,  and  the  equipment  necessary  to  insure 
desired  results  should  be  freely  provided.  In  rural  schools  the  actual 
cost  of  equipment  need  be  only  nominal  as  the  necessary  material  is  for 
the  most  part  readily  available.  Technical  skill  and  expert  labor  are 
not  required.  Intelligent  planning,  persistent  endeavor  and  helpful  co- 
operation will  overcome  all  difficulties. 

School  Grounds  and  Nature  Study 

In  all  our  public  schools  in  country,  village  and  city,  nature  study 
is  regarded  as  a  subject  of  such  importance  that  it  finds  a  prominent  place 
in  the  course  of  study.  But  to  teach  nature  study  successfully  within 
the  four  walls  of  the  schoolroom  is  like  teaching  a  child  to  swim  without 
water.  No  study  of  nature  is  successful  that  does  not  lead  to  a  love  of 
nature.  Knowledge  of  her  precedes  and  begets  this  love.  To  know  her 
one  must  be  brought  into  frequent  association  with  her  in  her  attractive 
forms  and  moods,  must  be  led  into  intimate  and  sympathetic  relationship 
with  her,  must  be  made  to  see,  hear,  feel  and  understand  her. 

In  this  subject,  the  recitation  bench  and  the  printed  page  fail  to  afford 
requisite  inspiration  and  instruction.  The  trees,  forests  and  meadows, 
the  hills,  valleys  and  waterways,  the  insect  world,  swimming  fish  and 
flying  fowl,  the  heavens  in  ever  changing  dress  to  meet  all  kinds  of  wind 
and  weather  —  these  are  the  open  books  that  invite  observation  and 
study,  that  inspire,  instruct  and  educate;  these  are  the  sources  of  real 
knowledge  and  genuine  love  of  nature.  These  are  the  sources  of  first 
approach  both  for  inspiration  and  information. 

Nature  study,  therefore,  should  be  an  outdoor  study;  to  be  successful, 
it  must  be.  The  school  grounds  should  be  an  outdoor  laboratory,  the  place 
for   experimentation,   for   individual   laboratory   practice.    Here  pupils 

'  "  A  fundamental  condition  for  the  permanent  development  of  a  free  people  is  that  they  shall  in  childhood 
learn  to  govern  themselves.  Self-government  is  to  be  learned  as  an  experience  rather  than  taught  as  a  theory. 
Hence,  in  a  permanent  democracy,  adequate  playgrounds  for  all  the  children  are  a  necessity."  Gulick,  Modern 
Schoolhouses,  p.  22. 


6o 


THE   UNIVERSITY  OF  THE   STATE  OF  NEW  YORK 


can  be  taught  how  to  beautify  and  improve  the  school  grounds,  here  they 
can  be  instructed  in  the  many  steps  and  processes  that  must  be  adopted 
if  nature  is  to  have  an  opportunity  to  exemphfy  her  powers  and  robe  herself 
in  pleasing  forms  and  colors.  Here  in  actual  practice  pupils  can  be  taught 
to  prepare  the  soil  for  grass,  for  trees,  shrubs  and  vines,  for  flowers  and 
foliage  plants,  annuals  and  perennials.  Here  they  can  be  taught  to  make 
the  sowings  and  plantings  and  to  care  for  them  at  the  various  stages  of 
development  and  growth.  Here  they  can  be  trained  in  the  preparation 
and  care  of  lawns  and  in  best  methods  of  beautifying  them  with  shade 
and  ornamental  trees,  with  beds  of  flowers,  shrubbery  and  foliage  plants. 


' Age.  Agcrotu 

Aub'Aobretto 
CaB'Costor  Sean 
Cor-Corrot) 
C&a'Conttrburjr 
C«n»Cento 


[>Ir*D>^a-t  Ins 
C*>A-  Arob-k 

CtP'  CypftOpJio 
HL»-M9o</  L^f  tuct 


Pi-P.n. 

P<.»Pop)»^ 
Pci-Pri  mroie 
Pr*..Rirr.t  T„Up 
Pul-PuichK.n.o. 

P»*  Po&t 

6  a  p*  S«pon     I  a 

5CW'&Ten«  cdjin^  wolK 
30r*5«ftp  Dragon 


P0a*Pca(.K  ScXs 
Ve«V«B<tabt«» 

WG'-*W»ld  Crap«vint 


Diagram  of  attractive,  all-year,  home  garden,  to  illustrate  what  a  woman  has  done  and  what  a  school  may  do 


SCHOOL  BUILDINGS  AND  GROUNDS 


6l 


Here  they  can  receive  practice  in  making  school  gardens  which  by  intelH- 
gent  study  and  planning  may  be  made  to  represent  in  pleasing  combination 
both  beauty  and  utility,  an  assemblage  of  all  plants  commonly  used  either 
for  food  production  or  for  flowers  and  foliage  —  a  garden  that  will  have 
enduring  yet  ever  changing  beauty  and  value  alike  through  seedtime  and 
harvest,  and  be  a  place  of  interest  and  attraction  throughout  the  entire 
year.  Here  in  beautifying  and  adorning  the  school  grounds,  the  pupil 
can  learn  how  to  appreciate  and  imitate  nature  in  her  graceful  curves, 
pleasing  combinations  and  harmonious  blending  of  colors.  Here  also 
will  be  found  frequent  opportunity  for  the  study  of  bird  and  insect  life. 
Here  can  be  assembled  for  special  study  much  of  the  fauna  and  flora  of 
the  locality  and  here  can  be  taught  concretely  the  best  methods  of  pro- 
tecting the  useful  and  of  destroying  the  hurtful  both  in  animal  and  plant  life. 

If  the  subject  can  be  thus  taught  through  actual  observation  and 
individual  experimentation,  in  the  spirit  and  with  the  understanding, 
what  a  transformation  will  be  brought  in  our  school  grounds!  What  an 
inspiring,  helpful  influence  it  will  exert  upon  the  lives  of  the  pupils!  What 
a  stimulating  effect  it  will  have  upon  the  homes!  What  an  interest  will 
be  aroused  for  the  country  and  life  in  the  open!  Beyond  all  this  are  the 
added  opportunities  of  peculiar  value  for  molding  the  lives  and  developing 
the  characters  of  the  young  for  which  the  school  assumes  so  great 
a  responsibility. 

General  Duties  of  School  Districts  in  Respect  to  Buildings  and  Grounds 

Old  buildings  —  remodeled  or  replaced.  Old  buildings  that  are  too 
good  to  be  abandoned  should  be  promptly  brought  into  conformity  with 
the  state  standards.  This  is  the  irreducible  minimum  to  which  all  pupils 
of  the  State  are  entitled  be  they  of  city,  village  or  country.  As  these 
statutory  standards  are  for  the  protection  of  all,  they  must  be  administered 
in  like  manner  to  serve  all.  They  are  expressed  in  such  definite  and 
unmistakable  terms  as  to  involve  an  application  of  mathematics  rather 
than  an  expression  of  opinion.  The  duty  of  the  district  and  the  responsi- 
bility of  the  Department  are  thereby  made  plain  and  conclusive.  School 
buildings  must  provide  15  square  feet  of  floor  surface  and  200  cubic  feet 
of  air  space  to  each  pupil,  must  furnish  properly  arranged  windows  equal 
in  area  to  one-fifth  of  the  floor  area,  and  a  heating  and  ventilating  system 
that  will  supply  30  cubic  feet  of  fresh  air  a  minute  for  each  pupil  and  a 
minimum  temperature  of  68  degrees  in  zero  weather.  In  short,  by  special 
enactment  the  State  makes  it  incumbent  upon  the  district  to  provide  those 


62  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

essential  facilities  needful  for  the  comfort  and  health  of  the  pupils  and  for 
protection  from  fire. 

It  is  commonly  impracticable,  often  impossible,  and  usually  poor 
economy  to  remodel  a  building  of  twenty  or  more  years'  standing.  Again 
and  again  both  through  comparative  estimates  and  by  actual  construc- 
tion, it  has  been  demonstrated  that  the  cost  of  modernizing  an  old  build- 
ing is  surprisingly  great,  and  the  results  in  many  ways  are  commonly 
disappointing.  In  this  connection,  it  may  be  pertinent  to  say  that  it  should 
always  be  the  aim  to  make  a  school  building  architecturally  pleasing,  to 
clothe  it  within  and  without  in  cheerful  and  appropriate  colors,  to  give  it 
such  graceful  lines  and  touches  of  adornment  that  it  will  produce  an  agree- 
able and  satisfied  feeling  as  one  views  the  building  as  a  whole. 

Showy  effects  and  an  aggregation  of  angles  and  projections  should 
be  scrupulously  avoided.  Through  intelligent  planning  and  skilful  work- 
manship, it  is  at  times  surprising  what  a  complete  and  gratifying  trans- 
formation can  be  wrought  in  an  old  building.  If  an  old  schoolhouse  is  not 
worthy  of  such  treatment  or  can  not  be  made  attractive  in  appearance, 
this  in  itself  is  a  substantial  if  not  sufficient  reason  for  replacing  the  building 
instead  of  attempting  to  remodel  it. 

While  the  first  concern  should  be  to  make  the  schoolhouse  through- 
out comfortable  and  sanitary  and  safe  from  fire,  a  further  duty,  secondary 
only  in  the  sense  that  care  of  the  body  prepares  for  the  nurture  and  develop- 
ment of  the  mind  and  of  the  soul  life,  requires  that  the  school  home  be 
made  an  object  lesson  of  good  taste,  pleasing  effects  and  attractive  sur- 
roundings —  as  nearly  as  may  be  a  model  place  for  the  stimulation  of  exem- 
plary feelings  and  for  the  inculcation  of  right  thoughts  and  high  ideals. 
Its  whole  atmosphere  should  be  uplifting.  This  is  essential  in  training  for 
citizenship,  the  foundation  principle  upon  which  the  public  school  system 
rests.  Children  are  inevitably  influenced  by  their  environment.  Subtle 
and  unconscious  though  this  influence  may  be  at  times,  it  is  none  the  less 
positive,  deep-seated  and  far-reaching  in  its  eftects.  The  schoolhouse  and 
the  school  grounds  where  the  children  pass  so  many  of  the  best  hours  of 
the  day  through  the  most  impressionable  years  should  therefore  be  an 
embodiment  of  all  that  is  essential  to  development  of  character  and  ennoble- 
ment of  life  in  so  far  as  environment  may  be  able  to  contribute  in  that 
direction. 

General  duties  of  districts.  It  ought  to  be  the  aim  and  the  pride  of 
every  community  to  make  the  school  home  of  the  many  more  inviting, 
healthful  and  inspiring  than  the  home  of  any.  All  children  are  entitled 
to  this  consideration  because  it  is  for  the  common  good  and  because  all 


SCHOOL  BUILDINGS  AND  GROUNDS  63 

ought  to  enjoy  equal  rights  and  opportunities.  The  children  from  homes 
of  want  and  barrenness  are  in  especial  need  of  the  elevating,  refining  and 
uplifting  influence  of  such  surroundings  to  develop  and  enrich  their  lives, 
to  stimulate  right  thinking  and  acting,  to  contribute  to  the  formation  of 
good  habits  and  strong  characters.  Children  from  homes  of  refinement 
and  abundance  are  certainly  entitled  to  as  elevating  surroundings  in  the 
school  as  they  are  obliged  to  leave  at  home  to  attend  school. 

The  fact  that  children  are  required  to  attend  school,  that  neither  they 
nor  their  parents  have  any  option  in  the  matter,  places  the  State  in  loco 
parentis  while  the  children  are  in  school.  As  wards  of  the  State,  therefore, 
they  are  not  only  entitled  to  be  assured  adequate  floor  space,  air  space, 
light  heat  and  pure  air,  but  also  to  be  surrounded  by  all  those  influences 
and  agencies  essential  to  the  development  of  healthy,  vigorous  bodies, 
refined,  cultivated  minds,  good  habits  and  pure  morals.  The  interests  of 
the  child  and  the  interests  of  the  State  are  alike  concerned.  The  school 
grounds,  therefore,  as  well  as  the  schoolhouse  should  be  selected,  planned 
and  developed  with  unerring  purpose  and  indomitable  perseverance  to 
minister  to  these  purposes  and  accomplish  these  ends.  Compulsory  edu- 
cation must  cease  to  be  what  it  so  frequently  has  been  and  often  in  efi^ect 
still  is,  especially  in  rural  districts,  confinement  in  an  ugly,  forbidding  hovel, 
banishment  to  an  unsightly,  neglected  bit  of  land,  deprivation  of  oppor- 
tunity for  healthful  play  and  invigorating  sport.  Nature's  priceless  boon 
to  the  growing  child. 

Much  remains  to  be  done  in  the  improvement  of  school  buildings  but 
still  more  remains  to  be  done  in  the  improvement  of  school  grounds.  Com- 
paratively little  attention  has  hitherto  been  given  to  the  proper  selection,, 
intelligent  development  and  systematic  care  of  grounds  in  country,  village 
and  city.  This  is  particularly  to  be  regretted  in  the  rural  districts  where 
such  favorable  opportunities  are  afi^orded  and  the  educational  need  is  so 
great  by  reason  of  its  influence  in  the  betterment  of  rural  conditions  and 
in  inducing  an  appreciation  and  love  of  country  life.  Often  grounds  pos- 
sessing rare  possibilities  show  little  or  no  trace  of  any  attempt  to  beautify 
them.  Rarely  are  they  laid  out  and  improved  in  accordance  with  a  well- 
defined  landscape  design  or  any  system  at  all. 

This  situation  is  not  chargeable  to  premeditated  neglect  or  to  inten- 
tional indifiference  to  the  welfare  of  the  children,  but  rather  to  want  of 
appreciation  of  the  importance  of  such  improvements,  to  lack  of  knowl- 
edge of  right  methods  of  procedure  to  bring  them  into  being,  and  to  the 
natural  tendency  to  keep  to  one's  habits,  particularly  if  the  old  ways  are 
easy  and  the  new  ways  appear  difficult.    As  a  result,  the  dominating  aim 


64  THE   UNIVERSITY  OF  THE   STATE  OF  NEW  YORK 

and  idea  in  actual  practice  has  been  to  secure  merely  a  location  for  the 
building  at  a  nominal  cost  without  thought  or  consideration  for  the  physical 
or  esthetic  needs  of  children,  without  any  attempt  to  provide  opportunity 
for  the  development  of  healthy  bodies  or  of  a  love  for  Nature  and  Nature's 
God  through  pleasing  and  uplifting  surroundings.  These  essential  char- 
acteristics which  past  generations  have  so  largely  ignored  and  the  present 
generation  is  only  beginning  to  give  ear  to,  future  generations  will  inevit- 
ably insist  upon  as  fundamental.  In  this  forward  movement,  it  is  the  duty 
of  the  Empire  State  to  lead,  as  its  educational  system  peculiarly  fits  it  to  do. 

Outline  of  plan  of  procedure.  The  preceding  sections  of  this  chapter 
conclusively  show  the  wisdom  and  necessity  of  inaugurating  in  a  thorough, 
systematic  manner  a  statewide  campaign  for  the  improvement  of  school 
grounds  and  of  prosecuting  it  with  vigor  and  persistence.  In  such  an 
undertaking,  the  State  itself  has  an  important  and  responsible  part  to 
perform,  namely,  to  point  out  the  way  in  which  the  desired  betterment 
can  be  made  at  an  expense  that  will  not  prove  burdensome  even  to  the 
weakest  districts,  and  also  to  do  whatever  may  be  needful  to  assist  in  plan- 
ning the  improvements  and  in  making  them  effective.  Many  districts  are 
so  favorably  circumstanced  that  they  will  be  readily  able  to  plot  and  beau- 
tify their  grounds  unaided  by  the  State  and  should  be  encouraged  to  do  so, 
but  many  others  will  need  help,  some  of  them  much,  and  it  is  to  meet  their 
needs  especially  that  a  general  plan  for  giving  assistance  has  been  formu- 
lated, which,  embodying  as  it  does  the  promised  cooperation  of  the  State 
College  of  Agriculture  at  Cornell  University  and  the  State  College  of 
Forestry  at  Syracuse  University,  it  is  believed  will  prove  effectual.  An 
outline  of  this  plan  of  cooperation  and  an  explanation  of  the  method  of 
procedure  to  procure  needed  assistance  will  be  furnished  on  application. 


New  York  State  College  for  Teachers,  Albany 
65 


PICTURES  AND  PLANS 

SCHOOL  BUILDINGS  NOT  LARGER  THAN 
THE  EIGHT-ROOM  TYPE 


Elementary  Schools  in  Rural  Districts 
Elementary  Schools  in  Villages  and  Cities 
Schools  for  Elementary  and  Academic  Work 


70 


Old  red  schoolhouse  ^  he  building  that  came  next 

1906-7 


71 


73 


74 


75 


District  12,  Glenville 

Cost  $7320,  or  20  cents  a  cubic  foot.  Seats  60  pupils.  Common  brick;  artificial  stone  trim;  fireproof  except  floors 
and  trim.    Has  its  own  sewer  and  water  systems.    Combination  playroom  and  auditorium  in  basement;  seats  175.  1914-15 

Edward  A.  Atkinson,  architect 


76 


77 


District  2,  Bedford 
Cost  $4500,  or  9.3  cents  a  cubic  foot.    Each  room  accommodates  30  pupils. 

F.  H.  Brown,  architect 


District  8,  New  Castle 

Cost  ^3500 


□  □□□□ 

□  □□□□ 
□□□□□□ 

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□□□□□□ 

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 .   


Main  Floor,  New  Castle 


79 


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80 


8i 


82 


83 


84 


85 


District  3,  Glenville 
1911 


District  2,  town  of  New  Hartford,  Capron 
1914-15 


86 


87 


88 


89 


90 


91 


Basement  Main  floor 


92 


District  5,  Bedford 
Plan  shows~enlarged  building.    Old  part  used  for  vocational  work. 
Commendable  toilet  arrangement.  1915-16 

Benjamin  W.  Morris,  architect 


9.3 


94 


District  1,  Tonawanda 


96 


97 


98 


99 


100 


lOI 


I02 


Wilmont  School,  Tuckahoe 
Cost  ^25,000,  or  14  cents  a  cubic  foot.    Seats  252. 
Brick  and  marble.    Semifireproof.    This  can  readily 
be^extended  into  a  twelve-room  building. 

Wilson  Potter,  architect 


104 


ROOF 


Second  lioor 
Grade  building,  Alfred 
107 


io8 


109 


1  lu'  luw  buildmc  in  wiiitiT 
1 10 


BUILDINGS    FOR   BOTH    ELEMENTARY   AND  ACA- 
DEMIC WORK  IN  SMALLER  VILLAGES 


Brownville-Glen  Park  High  School 

Cost  }?I4  069,  or  about  i8  cents  a  cubic  foot.  Brick;  boiler  room  fireproofed  Seats  i6o.  1910-11.  This 
buildiiif;  is  planned  to  accommodate  the  7th  and  8th  grades  and  the  high  school.  There  is  a  physics 
laboratory  in  the  basement.  The  building  contains  its  own  electric  plant,  and  is  so  constructed  as  to  be 
readdy   extended  to  double  its  present  size.  A.  F.  Lansing,  architect 

//////////// (/ii/ii!////////////////wMM////////////////////.';///j//h 


First  floor 


wmm/mMi 


'//////:;/, 


mmmzzTzz^ 


RECITATION 
16  X  2Z 


CHEr\:STRY 
10  X24 


STUDY  HALL 
22  -1 


REClTATTOn 
16  y  11' 


Seioild  floor 
I  12 


113 


M4 


"5 


117 


The  General  Society  of 
Mechanics  and  Tradesmen 
ftf  the  City  of  New  York 
Reference  Section 


119 


20 


Afton  High  School 

Cost  }?24,ooo,  or  about  9  cents  a  cubic  foot.    Pressed  brick.    Seats  185  grade  and  150  academic  pupils; 
auditorium  seats  475,    Third  floor  contains  assembly  hall,  stage  and  -nterooms.  1907-8 

T.  I.  Lacey  &  Son,  architects 


First  floor  Second  floor 


121 


Dryden  High  School 
Cost  $22,y^8,  or  11.5  cents  a  cubic  foot.    Brick.    Stairwalls,  halls  and  corridors  fireproof.  1909-10 

John  V.  Van  Pelt 


First  floor 


De  Ruyter  High  School 

1907-S 


New  Lebanon  Union  School 
1913-14 


East  Worcester  Union  School 
1914-15 

123 


Deposit  High  School 
1914-1S 


Rotterdam  Un-on  School 


CohlcskiU  High  School 
1913-14 
124 


BUILDINGS  IN  THE  LARGER  VILLAGES  AND  THE 
CITIES  OF  THE  THIRD  CLASS 


For  Elementary  Work  Only 
For  Both  Elementary  and  Academic  Work 
For  Academic  Work  Only 


First  floor 

Second  floor  is  much  the  same  as  the  first.    An  assembly  hall  occupies  the  main  part  of  the  third  floor. 


126 


127 


First  floor 


Mayflower  School,  New  Rochelle 
Cost  $100,000,  or  i6  cents  a  cubic  foot.    Tapestry  brick,  concrete  and  tile     Fireproof.    Seats  640;  auditorium 
500.    The  third  floor  contains  an  assembly  hall  with  stage  and  dressing  rooms.  1910-11 

W.  T.  Towner,  architect 


1.14 


First  floor 


135 


First  floor 


136 


The  second  [floor  corre- 
sponds to  the  first,  except 
that  the  two  front  center 
rooms  can  be  thrown  to- 
gether for  assembly  pur- 
poses 


First  floor 


137 


First  floor 


\ 

if 

=>  r 

1 
1 

... 

1 

1 

\ 
i 

/ 

;  1 

Second  floor 
A  Glen  Cove  elementary  school 


139 


Ellsworth  School,  Poughkeepsie 
Cost  )?ioo,ooo,  or  i6  cents  a  cubic  foot.    Tapestry  brick,  concrete  and  steel.  Fireproof. 
Seats  640;  auditorium  500.  1910-11 

Wilson  Potter,  architect 


Basement 


140 


Seward  School,  Auburn 
Cost  $76,432,  or  15I  cents  a  cubic  foot.    Brick  and  terra  cotta.    Partially  fireproof.    Seats  444;  auditorium 
350.    1908-9.    The  heating  and  ventilating  system  of  this  school  is  shown  on  pages  292  and  293 

Samuel  E.  HiUger,  architect 


Hasiiniiit 


142 


Enlarged  and  remodeled  Winyah  Avenue  School,  New  Rochelle 
The  remodeling  of  this  building  cost  $66,628.    This  school  accommodates  1020  pupils;  the  auditorium  seats  544.  1909-10 

G.  K.  Thompson,  architect 


144 


Basement;  new  construction  is  indicated  by  black  lines 


Jug  anannar^  n  i^. 


i 


■PILtitNT  (■UlLDHJO 

First  floor 


NtW  WI«.C 


The  second  floor  of  this  building  has  ten  classrooms 
Winyah  Avenue  School,  New  Rochelle 
145 


Martin  Street  building,  Wellsville 
Cost  $20,500,  or  n  cents  a  cubic  foot.    Brick  and  reinforced  concrete;  fireproof.    Seats  450.  1910-11 

Pierce  &  Bickford,  architects 


146 


Elementary  school,  Ballston  Spa 

1912-13 


District  I,  Greece 
191 1-12 


Elementary  school,  Owego 
148 


Elementary  school,  Hempstead 


Llementary  schoo!,  Rome 

191 1-12 


Llementary  school.  Rome 
1907-S 

149 


COMBINATION  BUILDINGS  FOR  ELEMENTARY 
AND  ACADEMIC  WORK 


152 


153 


Wilsonian  High  School,  Angelica 


Cost  i^20,327.4i,  or  8  cents  a  cubic  foot.    Brick.    Seats  210  grade  and  70  high  school  pupils.  1908-9 

Pierce  &  Bickford,  architects 


Luzerne  High  School 

Cost  $19,377,  or  8.34  cents  a  cubic  foot.    Brick,  concrete  and  wood. 
Accommodates  264  grade  and  66  academic  pupils.  1908-9 

Brezee  &  Mallory,  architects 


East  Bloomfield  High  School 
Cost  ^27,000,  or  8.15  cents  a  cubic  foot.    Tile  faced  with  brick.    Seats  165  grade  and  90  academic  pupils. 

1908-g 

J.  Mills  Piatt,  architect 


First  floor 


Secoiid  floor 


East  Bloomfield  High  School 
i6i 


Cuba  High  School 

Cost  }?37,500,  or  10.3  cents  a  cubic  foot.    Brick  and  reinforced  concrete.    Fireproof.    Seats  325  grade  and  120  academic  pupils.  1909-10 

Pierce  &  Bickford,  architects 


AsscnoLY  Hall 


BOILER  ROOM  I  COAL 


i]  n 

-  TOILET 


j   MANUAL  TRAINING 


Suffeni  High  School 

Cost  }56o,ooo,  or  15  cents  a  cubic  foot.  Brick,  stone, 
terra  cotta.  F"ireproof,  except  slow-burning  floors. 
Seats  160  grade  and  125  high  school  pupils;  audi- 
torium 500.  IQII-12 

Wilson  Potter,  architect 


Basement 


First  floor 


165 


Second  floor 
BriarclifF  Union  School 


167 


Goshen  High  School 

Cost  $6s,cxx),  or  about  12 
cents  a  cubic  foot.  Brick  and 
tile.  Corridors  and  partitions 
fireproof;  floors  slow-burning. 
Seats  160  grade  and  190  aca- 
demic pupils;  auditorium  600. 
1910-1 I 

William  Towner,  architect 


(iround  floor 

168 


First  floor 


O 


n 


Second  floor 
Goshen  High  School 
169 


Monroe  High  School 

Cost  ^41,617,  or  11.06  cents  a  cubic  foot.    Brick.    Seats  420  grade  and  85  academic  pupils; 

auditorium  300.  1907-8 

F.  \V.  Wcntworth,  architect 


Basement 


170 


First  floor 


Second  floor 
Monroe  High  School 


171 


Cooperstown  High  School 

Cost  $92,000,  or  14  cents  a  cubic  foot.    Brick,  stone,  terra  cotta.    Fireproof.    1906-7.    Seats  570  grade  and  170  academic  pupils 

Wilson  Potter,  architect 

Ground  floor 


Huntington  High  School 
Cost  ^100,000.    Brick  and  concrete;  fireproof.    Seats  600.  1908-9 

Adden  &  Parker,  architects 


Basement 


174 


Basement 


176 


177 


Boonville  High  School 

Cost  ?40,ooo,  or  12  cents  a  cubic  foot.    Brick,  stone,  terra  cotta.    Fireproof  except  floors,  which  are  slow-burning 

Seats  350  grade  and  160  academic  pupils.    1910-1 1 

Wilson  Potter,  architect 


179 


First  floor 


Third  floor 
Griffith  Institute,  Springville 
The  second  floor  of  this  building  is  the  same  as  the  first,  except  that  the  center  front  is  occupied  by  the 
academic  study  hall;  the  central  space  contains  the  gallery  and  upper  part  of  the  auditorium;  and  there  are 
toilets  over  the  two  stage  anterooms. 


i8i 


Saugerties  High  School 
Cost  ^71  000,  or  I3j  cents  a  cubic  foot.    Brick,  stone,  terra  cotta.    Fireproof  except  floors,  which  are  slow- 
burning.    Seats  540  grade  and  100  academic  pupils;  auditorium  600. 

Wilson  Potter,  architect 


Basement 


182 


CUAbS    ROOM  -QO 


Third  floor 
Saugerties  High  School 
183 


84 


Le  Roy  High  School 


Cost  $8o,ooc,  or  10.4  cents  a  cubic  foot.    Brick  and  cut  stone.    Fireproof  except  roof.    Seats  560  grade  and  250  high  school  pupils;  auditorium  875. 

E.  E.  Joralemon,  architect 


First  floor 


Second  floor 


Le  Roy  High  School 


187 


First  floor 


Second  floor 
Pierson  High  School,  Sag  Harbor 
189 


Drum  Hill  High  School,  PeekslciU 
Cost  ?i7S,ooo,  or  16.6  cents  a  cubic  foot.    Brick  and  cut  stone.    Fireproof  except  roof.    Seats  760  grade  and  300 

high  school  pupils.  1909-10 

E.  E.  Joralemon  architect 


Second  floor 


Drum  Hill  High  School,  Peekskill 


Waverly  High  School 

Cost  $60,000,  or  13  cents  a  cubic  foot.    Brick  and  tile.    Fireproof.    Seats  310  grade  and  400  academic  pupils;  auditorium  400. 

1911-12 


William  T.  Towner,  architect 


Fuel  Hjoom 


Boiler  Boom 


JYoBAOt 


Vboo  WoRKino 


Qymna/ivm 


i2^ 

6     ot  - 


Ul 

rr 


FOB-Ot  EOOM 


3  ^     ^  ■    Dlliino  Boon 

>      52.  "I"   ^  ■ 


DoMOTic^itnce 


Ground  floor 


192 


First  floor 


KDOF  OVEl^ 


Second  floor 


Waverly  High  School 


193 


Irvington  High  School,  Irvington-on-Hudson 

Cost  }?I28,I9I,  or  i6i  cents  a  cubic  foot.  Brick,  reinforced  concrete  in  main  building;  wood  in  auditorium. 
Main  building  fireproof  to  the  third  floor.   Seats  300  grade  and  200  academic  pupils;  auditorium  5CX5.  1911-12 

Ewinc  &  Chappel,  architects 


0 


ii;isiniciit 


194 


First  floor 


Second  floor 

The  third  floor  contains  a  science  lecture  hall,  physical  laboratory,  chemical  laboratory,  drawing  room, 
and  several  unassigned  rooms.    Roof  of  assembly  hall  extends  from  center  rear. 

Irvington  High  School 


195 


Chatham  High  School 

Cost  $77,500,  or  14  to  15  cents  a  cubic  foot.    Reinforced  concrete  faced  with  terra  cotta  brick.    .Artificial  stone  trim. 
Fireproof.    Seats  600  grade  and  250  high  school  pupils.    Auditorium  seats  700.  1914-15 

Pierce  &  Bickford,  architects 


Ilion  High  School 

Cost  $83,879,  or  16  cents  a  cubic  foot.    Fireproof,  excepting  floors  and  trim.    Seats  450  pupils;  auditorium 

seats  602.    Has  large  gymnasium.  1912-13 

Fuller  &  Robinson,  architects 


First  floor 


198 


Southampton  High  School 
A  new,  modern  school  building  for  the  elementary  grades  and  the  academic  department,  having'a  capacity  for  800  children 

and  erected  at  an  expense  of  ^130,000.  1912-13. 

Hewitt  &  Bottomley,  architects 


First  floor 


U  iJ 


•     •      •  • 

Sccoiullfloor 


200 


Weedsport  High  School 

1908-9 


Lyndenhurst  Union  School 

iqio  -I  I 


Lynbrook  High  School 
1910-1 I 

201 


Lawrence  (Inwood)  High  School 
1912-13 


North  Side  High  School,  Corning 
1908-9 
202 


HIGH  SCHOOL  BUILDINGS 


One  or  More  Grammar  Grades  are  Frequently  Housed 
IN  High  School  Buildings 


Glens  Falls  High  School 
Cost  $130,000,  or  I3§  cents  a  cubic  foot.    Brick,  concrete,  steel;  fireproof  except  roof.    Seats  800;  auditorium  634. 
In  addition  to  the  usual  rooms,  the  basement  contains  a  gymnasium,    boys'  baths,  girls'  baths,  bicycle 
room  and  a  vault. 

E.  P.  Potter,  architect 


First  floor 
204 


Ossining  High  School 

Cost  $93,ooc,  or  i8  cents  a 
cubic  foot.  Biick,  stone,  terra 
cotta.  Fireproof  except  floors 
of  auditorium  and  classrooms, 
which  are  of  slow-burning  con- 
struction. Stats  520;  auditorium 

500.  1907-8 

Wilson  Potter,  architect 


Ground  lloor 


206 


20/ 


208 


First  floor 


Second  floor 
Johnstown  High  School 
209 


Ogdensburg  Free  Academy 

Cost  $90,000,  or  18  cents  a  cubic  foot.    Brick,  marble  and  terra  cotta.    Fireproof  except  floors,  which  are 

semifireproof.    Seats  480.  1908-9 

Wilson  Potter,  architect 


Ground  floor 


First  floor 


211 


212 


Second  floor 


Plattsburg  High  School 
213 


The  old  Lansingburg  Academy 


Lansingburg  High  School,  North  Troy 
Cost  i?82,ooo,  or  14. 1  cents  a  cubic  foot.    Brick  and  cut  stone.    Fireproof  except  roof.    Scats  500;  auditorium  580. 

1909-10 

E.  E.  Joralemon,  architectct 


214 


\ 


CilovLTsville  High  School 

Cost  $107,000,  or  about  11  j  cents  a  cubic  foot.     Brick,  cut  stone  and  terra  cotta.  Seats  300  grade  and  450 

high  school  pupils;  auditorium  600  1905-6 

Wilson  Potter,  architect 


First  floor 
216 


Third  floor 

The  ground  floor  of  this  building  contains  a  manual  training  room,  a  domestic  science  room,  a  boys'  lunch 
room,  a  girls'  lunch  room,  two  toilets,  gymnasium  and  boiler  room  (the  latter  two  partially  below  grade) 

Gloversville  High  School 

217 


Canandaigua  Academy 

Cost  ^95,000,  or  12  cents  a  cubic  foot.    Brick,  stone,  terra  cotta.    Fireproof  except  floors, 
which  are  of  slow-burning  construction.    Seats  600.  1907-8 

Wilson  Potter,  architect 


(iroiind  Hoor 


218 


tirst  floor 


219 


Elmira  Free  Academy 
Cost  $140,000,  or  12  cents  a  cubic  foot.    Brick,  stone  and  reinforced  concr'.He.  Fireproof. 
Seats  1 150;  auditorium  950.  1912-13 

Pierce  &  Bickford,  architects 


I  IljjpI  I  I  I  II 


mCHArilCAL 
IDRAWIMG  ROon 


WOOD  WORKinS  H 


n     -|  -Roon 


BOY/  LUnCH 
ROOM 


ILiscment 


220 


Ithaca  High  School 

Cost  $280,210,  or  163  cents  a  cubic  foot.    Essentially  fireproof.    Roof  may  be  used  as  playground  or  or  outdoor  school.  1912-13 

WiUiam  Miller,  architect 


GUAM  KCDM 


CLA33  fXC         '  3  C«)M 


i^va  bsjm.   ajj   CL^3J  bow* 


Ground  floor 

222 


First  floor 


Third  floor 

The  second  floor  of  this  building  is  essentially  the  same  as  the  first,  except  that  the  center  front  is  occupied  chiefly  by  one'large  and  two 
small  libraries,  and  that  the  center  of  the  building  contains  the  gallery  of  the  auditorium 

Ithaca  High  School 


223 


22^ 


Basement 


First  floor 


 THIBD  riOOg  PLAB   

Third  floor 
Poughkeepsie  High  School 
227 


228 


New  Rochelle  High  School 
1912-13 


Salamanca  High  School 
1909-10 
229 


Mechanicville  High  School 


Binghamton  High  Schoo 
i9i3-'4 
2^0 


Herkimer  High  School 
1912-13 


Gouverneur  High  School 
1914-13 
231 


ELEMENTARY,  TECHNICAL  AND  HIGH  SCHOOL 
BUILDINGS  IN  CITIES  OF  THE  FIRST 
AND  SECOND  CLASSES 


Basement 


235 


Potter  Street  School,  Utica 
Cost  $62,325,  or  12  cents  a  cubic  foot.    Brick,  hollow  tile,  concrete.    Essentially  fireproof.    Seats  720.  1908-9 

Cooper  &  Baggs,  architects 


2^7 


Delaware  School,  Syracuse 

Cost  $260,291,  or  18.5  cents  a  cubic  foot.    Has  20  regular  classrooms,  kindergarten  department,  vocational  department,  anemic  department 

on  roof,  auditorium,  library,  gymnasium  and  swimming  pool.  1915-16 

James  A.  Randall,  architect 


239 


First  floor 


240 


242 


First  floor 
School  23,  Rochester 

Cost  $60,000,  or  9  cents  a  cubic  foot.    Accommodates  628  pupils 

J.  Foster  Warner,  architect 

243 


School  56,  Buffalo 
Cost  ?!i36,i96,  or  izf  cents  a  cubic  foot.    Brick,  stone  and  terra  cotta.  Fireproof. 
Seats  1080  pupils;  auditorium  700 

Howard  L.  Beck,  architect 


First  floor 


245 


246 


V 


Public  School  167,  Brooklyn 
Cost  ^325,000;  or  22j  cents  a  cubic  foot.    Accommodates  2030  pupils 


C.  B.  J.  Snyder,  architect 


Salina  School,  Syracuse 

Cost  $91,165,  or  1 1.5  cents  a  cubic  foot.    Brick.    Seats  800;  auditorium  800 

Gaggin  &  Gaggin,  architects 


North  High  School,  Syracuse 
Cost  $261,000.    Accommodates  700  pupils.    Auditorium  seats  732 

Archimedes  Russell,  architect 


Basement 


250 


First  floor 

The  second  floor  corresponds  to  the  first  except  that  the  rooms  above  the  front  entrance  corridors  and  intervening  rooms  on  the 
first  floor,  are  two  recitation  rooms,  a  classroom,  two  teachers'  retiring  rooms,  and  that  the  assembly  room  gallery  is  on  this  floor 


253 


Basement 


254 


Third  floor 

School  of  Industrial  Arts,  Mount  Vernon 
255 


257 


2.5,8 


Third  floor 


Basement  First  floor 

Stuyvesant  High  School,  New  York 
259 


Technical  High  School,  Buffalo 

Cost  $650,000,  or  I7j  cents  a  cubic  foot  (including  power  plant  equipment).    Seats  1326.    190  rooms. 

Steel,  brick  and  concrete.    Fireproof.  1913-14 

Martin  C.  Miller,  architect 


JtCOND    rLOOR  PLAN 

^urr^Lo  tcchnicm.  hich  3cm3ou 


260 


262 


SCHOOL  GROUNDS 
SCHOOL  GARDENS 
ATHLETIC  FIELDS 


266 


District  9  Caiiandaigua 


District  I,  Harrison 


267 


Pocantico  Hills,  District  3,  Mount  Pleasant 


268 


Hudson  Falls  Public  Schools 

269 


Port  Washington  High  School 
271 


Chatham  High  School 


275 


276 


277 


Balmville 
278 


District  near  Batavia 
280 


DeWitt  Clinton  Park  garden,  New  York 


282 


East  Bloomfie'.d  High  School 

AlIinR  S.  De  Forest,  landscape  architect 


286 


HEATING  AND  VENTILATING  PLANTS  IN  SCHOOLS 

OF  VARIOUS  SIZES 


288 


This  page  shows  two  types  of  ventilating  stoves,  several  varieties  ot  which  are  now  manu- 
factured. An  approved  room-heater  of  this  type  is  required  in  one-room  buildings  where  a  heater 
is  not  used.  The  air  is  admitted,  warmed,  circulated  and  exhausted  m  the  same  manner  as  with 
a  furnace. 


An  installation  of  a  Waterman-Waterbury  room  heater 


289 


First  floor  Second  floor 

This  page  shows  a  heating  and  ventilating  system  installed   in  an  originally  unventilated 

building  at  Schuyler  Lake. 

Kelsey  Heating  Company,  Syracuse 


H.iscnieiit 


290 


Basement 
Seward  School,  Auburn 

In  this  heating  and  ventilating  system,  air  is  forced  under  the  basement  floor  (to  avoid  distigurement  of  basement  ceilings)  to 
outlying  steam-heating  coils,  and  thence  distributed.  Double  mixing-dampers  automatically  controlled,  govern  the  temperature  of  the 
air  to  be  delivered.     The  escape  of  foul  air  from  the  building  is  governed  from  the  basement  by  means  of  compressed  air. 

Lewis  &  Kitchen,  Chicago 

'The  picture-  of  this  building  is  shown  on  page  142. 


CH?uMBER 


292 


□ — □      □  c 

I  i 
First  floor 


Second  floor 
Seward  School,  Auburn 

293 


Basement 


School  5,  Jamestown 

This  ten-room  building  is  heated  and  ventilated  by  a  battery  of  three  furnaces,  and  a  6'S-inch  cone  fan  driven  by  an  8 
horse-power  gasoline  engine.  A  warm-air  flue  and  a  cold-air  flue  for  each  room  join  at  a  point  where  an  automatically 
operated  mixing  valve  controls  the  temperature  of  the  air  to  be  delivered  to  the  room. 

American  Warming  &  Ventilating  Company,  Elmira 


294 


First  rioor 


Second  floor 
Owej^o  elementary  school 


297 


School  4,  Saratoga  Springs 
This  twelve-room  brick  building  is  heated  and  ventilated  by  a  system  including  two  hot-air  furnaces,  a  steam-heat 
generator  for  auxiliary  use  in  corridors  and  offices,  and  for  use  when  the  building  is  closed,  a  fan  driven  by  a  6  horse- 
power electric  motor  and  an  air  filter.    A  warm-air  flue  and  a  cold-air  flue  for  each  room,  join  at  a  point  where  a 
mixing  valve,  operated  from  the  room  controls  the  temperature  of  the  air  to  be  delivered. 

American  Warming  &  Ventilating  Company,  Elmira 

(The  picture  of  this  building  is  shown  on  page  130) 


TRAN:)VtK.5t  OECTION  Of 
FUK.NACtJ  AN  p.  COMBINATION 
&OILLR.,:5MOWlNQ  •  W  d  C  AIR.  CONNECTION 


PIPING- 
PLAN 


298 


SPECIAL  DEPARTMENTS 


SciENcr.  Laboratories 
Vocational  Ro(ms 
Commercial  Rooms 
Drawing  Rooms 
Gymnasiums 
Baths  and  SwniMiNCi  Tanks 


A  clienslicil  relic  ot  the  past 
Mantelpiece  taken  from  original  Erasmus  Hall,  now  in  principal's  office,  Erasmus  Hall  High  School,  Brooklyn. 
The  bell  and  bed  warmer  are  also  from  the  old  building 


302 


303 


305 


3IO 


312 


313 


314 


Trade  School  Laboratories 


Stuyvesant  High  School,  New  York 
Applied  mechanics  and  electricity 


Stuyvesant  High  School,  New  ^ Ork 
Scientific  instrument  making 


Stuyvesant  High  School,  New  York 

Forge  work 
317 


3i8 


Gymnasiums 
For  outdoor  gvmnaiumss  see  page  277 


Gymnasiums 


Baths^and  Swimming  Pools 


Baths  and  Swimming  Pools 


School  20,  Rochester 
Shower  baths 


323 


Baths  and  Swimming  Pools 


School  i()7,  Brooklyn 
Shower  Ixitlis  in  toilet  room 


SPECIAL  FEATURES  OF  SCHOOLHOUSE 
CONSTRUCTION 


Assembly  Rooms  and 

Auditoriums 
Libraries 

Corridors  and  Stairways 

Toilets 

Cloak  Rooms 

Lunch  Rooms 

Special  Rooms 

Open-air  Schools 

Fire  Protection 


School  14,  Albany 
Detail 

329 


DLJJU 

M  ini 


School  16:;,  New  York 


School  159,  New  York 
Detail 
330 


331 


DeWitt  Clinton  High  School,  New  York 
Mural  paintings 


333 


334 


DeWitt  Clinton  High  School,  New  York 


DrumrHill  High  School,  Peekskill  Le  Roy  High  School 


335 


Corridors 


Oneonta  High  School 


Salanuinca  llif^li  School 
336 


Corridors 


338 


Auditoriums 


Ellsworth  School,  Poughkeepsie 


Central  High  School,  Syracuse 
339 


340 


Auditoriums 


342 


34? 


345 


347 


349 


351 


353 


Open-air  Schools 


355 


356 


Fire  Protection 


School  20,  Rochester  Lansingburg  High  School 


357 


Fire  Protection 


Fire  Protection 


State  College  for  Teachers,  Albany  Glen  Cove 

359 


Cleaning 


360 


36i 


Drinking  Facilities 


362 


Drinking  Facilities 


Drinking  Facilities 


Lansingburg  High  School 
An  excellent  study  hall;   pleasing  space  composition;  appropriate  pictures;  very  little  blackboard  surface 


School  7,  Rochester 

An  ctfectively  decorated  corner;  slidinK  blackboard  allowing  a  large  space  for  decoration; 
bulletin  board  with  pupils'  work  neatl\'  arranged 


Oneonta  High  School 

Excellent  third  floor  corridor;  friezes,  statues  and  pictures  well  place.l 

366 


Method  of  excluding  all  light  from  a  room:  (i)  ordinary  curtain  drawn,  strips 
on  casing  closed;  (2)  both  curtain  and  opaque  shade  drawn;  (3)  curtain  drawn, 
opaque  shade  partly  drawn,  strips  open 


CHILDREN'S  GARDENS 
Under  Auspices  of  the  Woman's  Club  of  Albany 
Some  Prize  Winners 


373 


374 


\ 


BIBLIOGRAPHY  ON  SCHOOLHOUSES 

This  select  list  on  school  architecture,  school  grounds  and  equipment 
includes,  with  a  few  exceptions,  only  the  most  important  and  most  readily- 
accessible  American  books  and  periodical  material  published  within  the 
last  ten  years;  a  few  recent  English  titles  have  been  included.  For  a  more 
complete  record  of  the  literature  of  this  subject,  consult  the  annual  Bibli- 
ography of  Education,  compiled  under  the  direction  of  Mr  J.  I.  Wyer  jr. 
Director  of  the  New  York  State  Library,  published  from  1899  to  1906  in 
the  Educational  Review,  and  for  1907  by  the  United  States  Bureau  of 
Education.  Since  1908  this  work  has  been  undertaken  by  the  Bureau  of 
Education,  and  beginning  with  January  i,  191 2  the  bureau  has  issued  a 
monthly  list,  which  is  of  great  service  in  keeping  up  with  current  edu- 
cational literature.  Bibliographies  to  be  found  in  the  books  on  this  list 
are  noted. 

Albany,  N.  Y.    High  school   building.    Illus.    (In  Architecture  &  Building,  45:501-3 
Dec.  1913) 

  New  York  State  Normal  School.     Illus.  plans.     (In  Brickbuilder,  v.  19 

Jan.  1910) 

American   Academy    of    Medicine.    Conservation  of   schooi    children.    191 2.  Amer. 

Academy  of  Medicine.  ^5 
American  Architect.    Modern  school  houses.    1910.    Amer.  Architect  $7.50 
Arnold,  E.  H.    Importance  of  the  school  yard  for  the  physical  well-being  of  school  children. 

(In  Nat.  Educ.  Assn.    Proc.    1905,  p.  756-60) 
Artesia,  Cal.    Grammar  school.    Illus.  plan.    (In  Brickbuilder,  v.  21,  Aug.  1912) 
Ajrres,  L.  P,  Fire  protection  in  public  schools.    1913.    Russell  Sage  Foundation.    Pap.  loc 

  Open-air  schools.    191 3.    Russell  Sage  Foundation.    Pap.  loc 

  Open-air  schools.     1910.    Doubleday  ^1.20 

Baldwin,  E.  C.    Terminology  of  school  building  construction  and  repairs.    (In  Jour,  of 

Ed.,  81:679-80,  June  24,  1915) 
Baldwin,  W.  A.    School  gardens.    (In  Education,  26:447) 

Baldwin,  William  James.    The  ventilation  of  the  schoolroom.    46p.    1901.    N.  Y. 

The  author,  107  W.  17th  st.  $1 

Author  an  expert  consulting  engineer. 
Baltimore  Co.  Md.    Maryland  school  for  blind.    Illus.  plans.    (In  Brickbuilder,  v.  22, 

Dec.  1913) 

Barnard,  H:    School  architecture.    Bardeen  ^1.50 
Barry,  W:  F.    Hygiene  of  the  school  room.    1911.    Silver  ^1.50 

375 


376 


THE   UNIVERSITY   OF  THE   STATE   OF   NEW  YORK 


Bass,  F:  Experiment  in  school  ventilation  with  reduced  air  supply  through  individual 
ducts;  with  discussion.  Illus.  (In  Amer.  Soc.  of  Heating  and  Ventilating  Engineers, 
19:328-60,  1913) 

Becht,  J.  G.    Report  on  playgrounds.    (In  Pa.  School  Jour.,  Nov.  1912,  61:218-21) 
Bennett,  H.  C.    School  gardens.    (In  Booklover's  Mag.,  5  :469;  Review  of  Reviews  (N.  Y.), 
29:439) 

Bigelow,  Maurice  A.   Gardens,  school;  gardens  for  children.    (In  Cyclopedia  of  Education; 

ed.  liy  Paul  Monroe.    3:10-12,  1903-) 

"  References  "  include  11  recent  titles  on  this  subject. 
Boston.    School  committee.    Report  of  commission  of  oculists  and  electricians  on  the 

artificial  lighting  and  color  schemes  of  school  buildings.    Bost.  1907.    20p.  (Boston 

school  documents  1907,  no.  14.) 
  Nathan  Hale  primary,  and  Bishop  Cheverus  grammar  schools.    Illus.  plan. 

(In  Brickbuilder,  18:221-25,  Nov.  1909) 
  Normal  and  Latin  school  group.    Illus.  plans.    (In  Brickbuilder,  v.  17, 

March  1908) 

Briggs,  Warren  Richard.    American  school  buildings:  being  a  treatise  upon  and  designs 

for  the  construction  of  school  buildings.  .  .  .  N.  Y.  Wiley,  1899.  411  p.  pi.  plans.  $4 
Bright,  Orville  T.    School  gardens,  city  school  yards,  and  the  surroundings  of  rural  schools. 

(In  Nat.  Educ.  Assn.    Proc.    1903,  p.  77-85) 
Brookline,  Mass.    Edward  Devotion  school,  Brookline  Mass.,  and  Vose  school,  Milton, 

Mass.,  views  and  plans.    (In  Brickbuilder,  24:  pi.  19-24,  Feb.  1915) 

 Winsor  school.    Illus.  plans.    (In  Brickbuilder,  v.  20,  Jan.  191 1) 

Brown,  John  Franklin.    Material  equipment.    (In  his  American  high  school,  p.  177-92, 

1909)  Bibliography  p.  189-92.    Macmillan  ^^1.40 
Bruce,  W:  C.    comp.    Grade  school  buildings.    1914.    Bruce  Pub.  Co.,  Milwaukee, 

Wis.  $3.50 

  High  school  buildings.    1913.    Amer.  School  Board  Jour.  $2.50 

Bruce,  William  George,    comp.    School  architecture;  a  handy  manual  for  the  use  of 

architects  and  school  authorities;  4th  ed.    Milwaukee,  Johnson  Service  Co.  [CI910.] 

289P.  75c 

Buck,  W.    Pictures  in  the  public  schools.    (In  Municipal  Affairs,  6:189-97,  June  1902) 
Buffalo,  N.  Y.    Nichols  School  building.    Illus.  plan.    (In  Brickbuilder,  v.  20,  Sept.  191 1) 
Burnham,  W.  H.    Ideal  school  houses.    (In  World's  Work,  2:866-71,  June  1901) 
Burrage,  Severance,  &  Bailey,  Henry  Turner.    School  sanitation  and  decoration:  a  practical 

study  of  health  and  beauty  in  their  relations  to  the  public  schools.      Bost.  Heath, 

[C1899.]    224p.    Illus.  pi.    5^1.50  n 
California.    Department  of  public  instruction,  Sacramento.    California  school  house  for 

^^500;  out-door  school  houses  for  Eresno.     1913.    9p.  Illus. 
Caproni,  P.  P.    Suggestions  for  interior  decorations  of  schools.    1909.    Pap.  25c 
Carpenter,  RoUa  Clinton.    Heating  and  ventilating  buildings:  a  manual  for  heating 

engineers  and  architects;  5th  ed.  rev.  and  enl.    N.  Y.    Wiley,  1910.    562p.  $\ 
Literature  and  references,  p.  493-95. 
Carroll,  C.  F.    What  should  be  the  features  of  a  modern  elementary  school  building? 

(In  Nat.  Educ.  Assn.    Proc.    1903,  p.  235-40) 
Chelsea,  Mass.    St  Rose's  school.    Illus.  plan.    (In  Brickbuilder,  v.  21,  Aug.  1912) 


SCHOOL  BUILDINGS  AND  GROUNDS  377 

Chicago.    Bernard  Moos  school.    lUus.  plan;  Tilton  school.    (In  Brickbuilder,  18:225-26, 

Nov.  1909;  Brickbuilder,  18:229) 
Chicago  schools.    School  houses,  portable.    [Portable  school  houses  in  Chicago.  Illus. 

diagrams.    (Building  Age,  37:37-40,  May  191 5) 
  Schools  —  heating  and  ventilation.    Chicago  ventilation  committee  first 

report.    Illus.    (In  Metal  Work,  83:632-35  +  ,  April  30,  1915) 
Clapp,  H.  L.    School  gardens.    (In  Nat.  Educ.  Assn.    Proc.    1903,  p.  85-88) 
Cox,  L.    Cottage  plans  for  schools  of  Glendale,  Arizona.    (In  Jour,  of  Ed.,  81:124-25, 

Feb.  4,  1915) 

Clay,  Felix.  Modern  school  buildings,  elementary  and  secondary;  a  treatise  on  the  plan- 
ning, arrangement  and  fitting  of  day  and  boarding  schools;  2d  ed.  rev.  and  enl.  Lond. 
Batsford,  1906.    555p.    Illus.  plans,  diagrams. 

Bibliography  of  works  on  schools  and  their  architecture,  pref.  p.  19-25. 

The  1903  edition  was  imported  by  Scribner,  price  $10;  the  English  price  of  the  2d  ed.  is  25s  n. 
Craftsman.    Two  Craftsman  country  school-houses.    (In  Craftsman,  20:412-16,  July 
1911) 

Crawshaw,  F.  D.     High  school  rooms  and  manual  training  equipment.     Illus.  plans. 

(In  Manual  Training,  9:422-34,  June  1908) 
Croly,  H.    Work  of  Kilham  and  Hopkins,  architects  of  Boston.    Illus.    (In  Architectural 

Record,  31:98-110,  Feb.  1912) 
Crowley,  Ralph  H.     (The)  school  building.    (In  his  Hygiene  of  school  life.  1910. 

p.  292-330)    Methuen,  Lond.^  3/6  n. 
Curtis,  H.  S.    Reorganized  school  playground.    (In  U.  S.  Bureau  of  Educ.    Bui.  40, 

p.  1-28,  1913) 

Dartmouth  College.  Gymnasium.  Hanover,  N.  H.,  designs.  (In  Brickbuilder,  v.  24, 
pi.  54-55,  April  191 5) 

Davis,  Seymour.  Recent  progress  in  school  architecture.  (I.i  Nat.  Educ.  Assn.  Proc. 
1905,  p.  836-42) 

Discussion  by  E.  H.  Arnold,  p.  842-43. 

Dresslar,  Fletcher  B.  American  school  houses.  Wash.  Gov't  Print.  Office,  191 1.  I33p. 
PI.  plans.  (In  U.  S.  Bureau  of  Ed.  Bui.  5,  whole  no.  444.  1910).  Sup't  of  Docu- 
ments 75c 

References  on  school  architecture  and  sanitation,  p.  107-10. 
  School  hygiene.    The  Macmillan  Co.    New  York 

  Architecture,  school.    (In  Cyclopedia  of  education;  ed.  by  Paul  Monroe. 

191 1 .    v.  I,  p.  183-96) 

Bibliography  listing  21  titles  of  separate  books,  8  special  articles,  periodicals  and  other  material.   I  column 
in  length. 

  Hygiene  of  rural  schools.    (In  Nat.  Educ.  Assn.    Proc.    1912,  p.  1 103-10) 

  Rural  school  houses  and  grounds.    Illus.  Pap.    (In  U.  S.  Bureau  of  Ed. 

Bui.  1914,  12,  p.  1-162,  1914)  Sup't  of  documents.  50c 
Dutton,  Samuel  Train,  &  Snedden,  David.    (The)  school  house:  its  construction  and 

adaptation.    (In  their  Administration  of  public  education  in  the  United  States.  1908. 

p.  172-207)    Macmillan.    ^1.75  n 

References  at  ends  of  chapters,  p.  186,  207. 
Eliot,  C:  W.    Full  utilization  of  a  public  school  plant.    (In  Nat.  Educ.  Assn.  Proc. 

1903,  p.  241-47) 


37^  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

Elliott,  E:  C.    Buildings  and  sites:  legislation  1908-9.    (In  U.  S.  Bureau  of  Ed.    Bui.  2, 
p.  98-108,  1910) 

  Health  regulations:  legislation.     1908-9.    (In  U.  S.  Bureau  of  Ed.    Bui.  2, 

p.  157-62,  1910) 

Ely  School.    Misses  Ely  school,  Greenwich,  Conn.    Illus.  plans.    (In  Brickbuilder,  v.  16, 

Dec.  1907) 

Emerson,  P.    Gardens  at  school.    (In  Jour,  of  Ed.,  77:374,  April  3,  1913) 
Evans,  I.  N.    Recirculation  of  air  for  schools.    (In  Heating  and  Ventilating  Mag.,  11:46-53, 
June  1914) 

Evans,  M.  O.  jr.    School  and  house  gardening  in  Portland,  Ore.,  season  of  1914.  Illus. 

(In  Nature  Study,  11:47-52,  Feb.  1915) 
Frost,  W.  D.  &  Armstrong,  V.  A.    Bacteriological  tests  of  methods  of  cleaning.    (In  Nat. 

Educ.  Assn.    Proc.    191 1,  p.  985-90) 
Gerhard,  W.  P.    School  architecture  and  hygiene,  bibliography.    (In  Amer.  Architect, 

88: 14) 

Gray,  M.  R.    Education  of  children  in  the  school  gardens  of  Los  Angeles.    (In  Craftsman, 

24:472-79,  Aug.  1913) 

Haddon,  R.  W.    Modern  American  schoolhouses.    Illus.  plans.    (In  Architectural  Record, 

36:244-63,  Sept.  1914) 
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foundation  of  concrete  blocks.  Illus.  plans.  (In  Building  Age,  36:29-32,  Oct.  1914) 
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Plans.    (In  Architectural  Record,  36:511-23,  Dec.  1914) 
Hall,  Mrs  H.  J.    Beautifying  of  school  grounds.    (In  Chautauquan,  38:276) 
Halliday,  T.  W.    Electric  school  building  of  Rupert,  Idaho.    Illus.  plan.    (In  Electrical 

World,  63:1151-53,  May  23,  1914) 
Hamlin,  L.  A.    How  school  gardens  put  new  civic  spirit  into  South  Chicago.    Illus.  (In 

Survey,  24:18-24,  April  2,  1910) 
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p.  402-4) 

Heating  and  Ventilating  (magazine).  School  equipment  based  on  the  new  ventilating  ideas. 

Diagrams,  plans.    (In  Heating  and  Ventilating  Mag.,  11:37-46,  June  1914) 
Hollister,  Horace  Adelbert.    Public  school  buildings  and  their  equipment,  with  special 

reference  to  high  schools.    Urbana,  111.    1909.    37p.     Illus.  plans.     (In  Univ.  of 

Illinois,  School  of  Ed.    Bui.  i) 
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Hutt,  H.  L.    Improvement  of  school  grounds.    Toronto,  1908 

Hyatt,  E.    School  architecture  and  school  improvement.   1909.    Pap.  gratis.  California 

department  of  public  instruction,  Sacramento 
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32p.  Illus.  plans.    (Circular  28) 

Trepartd  by  V.  J.  Hotiman. 


SCHOOL   BUILDINGS  AND  GROUNDS 


379 


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instruction  of  the  state  of  Illinois,  July  i,  1906 -June  30,  190S.  F.  G.  Blair,  Sup't. 
Springfield,  1908.    p.  54-72) 

Contains  plans  and  specifications  of  one-room  buildings;  discussions  of  the  subjects  of  heating,  lighting 
and  ventilation. 

Illuminating  Engineer  (magazine).  Interim  report  on  daylight  illumination  of  schools. 
(In  Illuminating  Engineer,  7:559-68,  July  1914) 

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biennial  report  of  the  state  superintendent  of  public  instruction  for  the  school  years  ending 
July  31,  1907  and  July  31,  1908.    F.  A.  Cotton,  Sup't.    Indianapolis,  1908.  Pt  529-78) 

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Ittner,  William  B.    School  architecture.    (In  Nat.  Educ.  Assn.    Proc.    1908,  p.  1065-71) 

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Johnson,  J.  W.  Right  kind  of  a  schoolhouse.  Illus.  (In  Jour,  of  Ed.,  77:464,  April 
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Judd,  Z.    Cultivating  the  school  grounds  in  Wake  co..  North  Carolina.    Illus.    (In  U.  S. 

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improvement.    Topeka,  191 1.    Ii5p.    Illus.  plans. 

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plans.    (Bulletin,  v.  3,  no.  11,  Sept.  1910) 

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KiUiam,  W.  H.  Hygienic  construction  of  school  houses  from  an  architect's  standpoint. 
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82:273-74,  460,  706-7;  83:149-50,  281-82,  Jan.  2,  16,  Feb.  6,  20,  March  6,  20,  April 

3-10,  May  I,  Sept.  4,  Oct.  2,  Nov.  27,  1914;  Jan.  22,  Feb.  19,  1915) 
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Metal  Work  ^magazine).  Heating  and  ventilating  a  school  house.  Illus.  plans.  (In 
Metal  Work,  82:633-36.    Nov.  13,  1914) 

Michigan.  Public  instruction,  department  of.  Lansing.  Manual  of  school  room  equip- 
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 ■ —    School  architecture.    1910.    Michigan  department  of  public  instruction. 

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houses.    1908.    Minn,  dep't  of  public  instruction,  St  Paul 
  New  school  buildings.    1910.    S.  A.  Challman,  main  engineering  building, 

University  of  Minn.  Minneapolis 

Modern  school  houses;  being  a  series  of  authoritative  articles  on  planning,  sanitation, 
heating  and  ventilation,  by  A.  D.  F.  Hamlin,  C.  B.  J.  Snyder  and  others.  1910.  61  p. 
Illus.  pi.  plans.    N.  Y.    Swetland  Pub.  Co.  $7.50 

Moore,  Joseph  A.  The  school  house;  its  heating  and  ventilation,  [Bost.  Pub.  by  the 
author],    1905.  204p. 

.Author  inspector  of  public  buildings  in  Massachusetts  for  many  years. 

Morrison,  Gilbert  B.  School  architecture  and  hygiene.  N.  Y.  Amer.  Bk.  Co.  1910. 
56p.  (Monographs  on  education  in  the  United  States,  ed.  by  N.  M.  Butler,  9.)  Price 
of  each  monograph  20c. 

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New  Castle,  Pa.    High  school.    Illus.  plan.    (In  Architecture,  v.  51,  April  1908) 

New  York.    New  York  chapter  on  school  house  heating  and  ventilation.    Plan.  (In 

Heating  and  Ventilating  Mag.,  11:48-50,  April  1914) 
New  York  City.    St  Agatha  school.    Illus.  plan.    (In  Brickbuilder,  v.  17,  Nov.  1908) 

  Stuyvesant  high  school.    Illus.  plan.    (In  Architecture,  v.  51,  Jan.  1908) 

  Washington    Irving   high    school.    Illus.    (In  Architecture  and  Building, 

45:190-93,  May  1913) 

Newark,  N.  J.  Central  commercial  and  manual  training  high  school.  Illus.  plan.  (In 
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  Cleveland  school.    Illus.  plan.    (In  Brickbuilder,  v.  22,  April  1913) 

  Heating  and  ventilating  equipment  of  the  Newark  normal  school.  Illus. 

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Sept.  1913;  Brickbuilder,  22:162-65,  J^^Y  ^9^3) 

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SCHOOL  BUILDINGS  AND  GROUNDS 


381 


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  Save  the  children's  eyes.    (In  Good  Housekeeping,  53:365-68,  Sept.  191 1) 

North  Carolina.    Public  instruction,  dep't  of.    Raleigh.    Plans  for  public  school  houses; 

school  grounds  and  suggestions  for  the  improvement  of  school  property.  3d.  ed.  1914 
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Chiefly  plans. 

Orr,  C:    School  gardening  as  conducted  in  Cleveland  schools.    (In  Nat.  Educ.  Assn. 

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Patton,  N.  S.  Present  day  tendencies  of  school  architecture.  (In  Nat.  Educ.  Assn. 
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382 


THE   UNIVERSITY  OF  THE   STATE  OF  NEW  YORK 


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This  issue  is  devoted  to  school  architecture,  and  contains  the  following  articles: 
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High  school  architecture  in  the  city  of  New  York,  by  G.  W.  Wharton,    p.  456-85 
New  era  in  the  public  school  of  St  Louis,  by  C.  M.  Woodward,    p.  486-94 
New  building  of  the  Syracuse  high  school,  by  W.  K.  Wickes.    p.  495-508 
Modern  high  school  building,  by  W.  E.  Hatch,    p.  509-20 
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Snyder,  C.  B.  J.    Needed  legislation  in  school  architecture.    (In  Nat.  Educ.  Assn.  Proc. 

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Discussion  by  J.  A.  Hartpence,  p.  849-51. 

Spencer,  J.  W.    Improvement  of  school  grounds.    (In  Chautauquan,  34:424) 

Squires,  F.    New  development  of  the  hollow  square  in  school  house  planning.    Illus.  plans. 

(In  Architecture  and  Building,  43:361-71,  Sept.  1913) 
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Stebbins,  C.  A.  Potentiality  of  the  school  garden.  (In  Nat.  Educ.  Assn.  Proc.  191 1, 
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Sturgis,  R.  C.    Problems  in  school  planning.    (In  Brickbuilder,  20:99-102,  May  191 1) 

  Watertown,  Mass.    Perkins  institute  and  Massachusetts  school  for  the  blind. 

Illus.  plans.    (In  Brickbuilder,  22:154-58,  July  1913) 

Todd,  J:  B.  Fresh  air  in  school  rooms:  cloth  window  screens  that  let  in  filtered  air  without 
drafts.    Diagram.    (In  Scientific  Amer.  Supplement,  77:118-19,  Feb.  21,  1914) 

Trenton,  N.  J.    School  of  industrial  arts.    Illus.  plans.    (In  Brickbuilder,  v.  20,  July  191 1) 

Trumbauer,  Horace,  Architect.  Seaside  branch  of  Widener  memorial  school,  Longport, 
N.  J.,  views  and  plans.    (In  Brickbuilder,  v.  23,  pi.  49-51,  April  1914) 

United  States  Bureau  of  Education.  Sanitary  school  houses:  legal  requirements  in  Indiana 
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United  States  School  House  Commission.  Report  upon  a  general  plan  for  the  consoli- 
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Sop.  pi.  plans.    U.  S.  60th  Congress,  ist  session.  Senate  document  338 


SCHOOL  BUILDINGS  AND  GROUNDS 


383 


Van  Pelt,  J:  R.    Architecture  of  open  air  schools.    (In  Heating  &  Ventilating  Mag., 

10:41-42,  September  1913) 
Waggoner,  E.  A.    Los  Angeles  school  gardens.    (In  Jour,  of  Ed.,  81 :  214-16,  Feb.  25,  191 5) 
Washington,  D.  C.    H:  D.  Cooke  school.    Illus.  plan.    (In  Brickbuilder,  18:235,  Nov. 

1909) 

Wheelwright,  E.  M.    American  buildings.    Illus.  plan.    (In  Brickbuilder,  6:244-47) 

 Edmund  March.     School  architecture.    Bost.    Rogers  &  Manson,  1902. 

324P.  Illus. 

Whipple,  G.  M.    Questions  in  school  hygiene.    1909.    Bardeen  60c 

Wight,  P.  B.    Public  school  architecture  at  Chicago.    Illus.    (In  Architectural  Record, 

27:494-512,  June  1910) 
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Mag.,  10:20-28,  Sept.  1913) 
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Democrat  Printing  Co.    94p.    Illus.  plans,  1907 

Minute  and  practical  suggestions  and  directions  for  securing  more  attractive  and  healthful  school  build- 
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Issued  by  C.  F.  Cary,  state  superintendent. 
Wood,  T:  D.    Health  problems  in  education.    (In  U.  S.  Bureau  of  Ed.    Current  edu- 
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IMPROVEMENT  OF  SCHOOL  GROUNDS. 

The  following  letter  was  issued  for  a  twofold  purpose:  (i)  to  direct 
the  attention  of  school  officials  to  the  importance  of  initiating  a  well- 
conceived  plan  for  the  systematic  improvement  and  adornment  of  school 
grounds,  and  (2)  to  outline  a  method  whereby  the  desired  end  could  be 
readily  achieved. 

April  I,  1916 

To  Principals  and  Superintendents: 

I  am  pleased  to  find  that  you  are  interested  in  the  improvement  of  school  grounds, 
for  it  is  unquestionably  a  matter  of  importance  both  to  the  school  and  to  the  home.  Inas- 
much as  children  are  required  to  attend  school,  they  are  not  only  entitled  to  be  housed 
in  a  building  that  is  comfortable  and  sanitary  but  also  to  be  placed  in  an  environment 
that  will  be  pleasant,  helpful  and  uplifting.  Every  community  has  a  duty  to  perform 
in  this  direction,  and  it  should  take  interest  and  pride  in  the  doing  of  it. 

We  are  this  year  initiating  a  movement  for  the  general  improvement  of  school  grounds 
throughout  the  State.  We  are  particularly  anxious  just  now  to  locate  the  districts  where 
conditions  are  most  favorable  for  this  work  and  to  cooperate  with  them  in  the  endeavor 
to  make  their  grounds  worthy  object  lessons  to  all  surrounding  districts.  We  have  a 
number  of  cases  in  process  of  development,  and  within  a  short  time  confidently  expect 
to  have  such  undertakings  under  way  in  every  section  of  the  State. 

The  first  step  is  to  have  some  competent  person  prepare  a  suitable  and  pleasing  design 
for  the  general,  systematic  betterment  and  beautifying  of  the  grounds.  It  is  often,  if 
not  commonly,  impracticable  and  undesirable  for  a  school  to  make  all  needed  improve- 
ments at  one  time,  but  it  is  of  utmost  importance  to  have  a  definite  and  comprehensive 
plan  so  that  when  completed,  the  grounds  will  be  pleasing  and  symmetrical  in  general 
appearance  and  effect.  A  school  should  carry  out  at  least  a  part  of  the  plan  each  year, 
but  only  so  much  of  it  as  can  be  well  done  and  properly  cared  for. 

Inasmuch  as  many  if  not  most  schools  will  be  unable,  at  least  at  the  outset,  to  employ 
the  services  of  professional  landscape  architects,  arrangements  have  been  made  to  aid  schools 
that  present  an  application  for  such  assistance.  The  State  College  of  Agriculture  at  Cor- 
nell University  and  the  State  College  of  Forestry  at  Syracuse  University  have  both  evi- 
denced deep  interest  in  this  work  heretofore  and  have  already  done  much  to  educate  public 
sentiment.  These  state  institutions  have  given  us  full  assurance  of  their  cooperation  in 
the  present  undertaking,  and  we  are  fortunate  in  being  able  to  rely  upon  them  tor  this 
much-needed  assistance. 

You  will  greatly  assist  us  by  giving  a  general  description  of  the  grounds  and  by  stating 
the  amount  of  money,  if  any,  that  can  be  assured  for  field  work.  If  no  money  is  available 
for  this  purpose,  such  assistance  as  may  be  possible  will  be  freely  given  through  correspond- 
ence, suggestive  sketches  and  other  aids.  Where  personal  visitation  is  sought,  it  will  be 
the  aim  to  group  cases  in  such  a  way  as  to  reduce  expenses  to  a  minimum. 

3S4 


SCHOOL   BUILDINGS  AND  GROUNDS 


In  either  case,  application  for  assistance  should  be  made  to  the  State  Education 
Department  through  city,  village  or  district  superintendents  of  schools,  as  the  case  may  be. 
This  Department  will  supply  the  necessary  information  and  material  for  making  the  pre- 
liminary sketches  and  will  in  general  look  after  the  preliminary  work.  When  the  cases 
are  sufficiently  developed,  plans  for  laying  out  the  grounds  and  for  plantings  will  be  pre- 
pared in  accordance  with  such  arrangements  as  may  be  made  and  when  completed  will 
be  returned  through  this  Department  to  the  local  school  authorities.  By  proceeding  in 
this  way,  the  Department  will  be  able  to  follow  up  these  cases  and  use  its  good  offices  in 
seeing  that  the  improvements  are  intelligently  and  effectively  carried  out,  and  that  the 
grounds  subsequently  are  properly  cared  for. 

Doubtless  many  schools  can  be  well  served  by  home  nurseries  and  dealers,  but  for  the 
benefit  of  others,  it  is  gratifying  to  announce  that  the  State  College  of  Forestry,  Syracuse, 
will  furnish  to  the  schools,  trees  and  shrubs  at  actual  cost  of  production,  plus  transportation.^ 

The  following  publications  will  be  found  helpful  and  may  be  had  upon  application: 
The  Home  Grounds,  by  E.  G.  Davis  and  R.  W.  Curtis.    College  of  Agricul- 
ture, Cornell  University. 
Systematic  Street  Tree  Planting,  by  H.  R.  Francis.    College  of  Forestry,  Syra- 
cuse University. 

School  Buildings  and  Grounds.    The  University  of  the  State  of  New  York. 
Arbor  Day  Manual,  1913.    Ornamental  Trees  and  Shrubs.    The  University  of 

the  State  of  New  York. 
Tree  Planting  on  Rural  School  Grounds 
Lawn  Soils  and  Lawns 
The  School  Garden 
Annual  Flowering  Plants 

Department  of  Agriculture,  Washington,  D.  C. 

Slides  and  hand  photographs  of  school  grounds,  includinc^  lawns,  playgrounds  and 
school  gardens,  will  be  furnished  by  the  Visual  Instruction  Division. 

Do  not  hesitate  to  call  upon  the  Department  for  any  service  it  can  render.  It  will 
be  a  pleasure  to  assist  you  in  every  possible  way.  If  difficulties  confront  you,  let  us  share 
them  with  you. 

Very  truly  yours 

Frank  H.  Wood 

List  of  Ornamental  Stock  in  Experiment  Station  Nurseries 

Prepared  by  the  New  York  State  College  of  Forestry,  Syracuse 

TREES  Fraxinus  americana  — •  White  ash 

Acer  platanoides  —  Norway  maple  Fraxinus  pennsylvanica  — ■  Green  ash 

Acer  saccharum  —  Sugar  maple  Morus  alba  —  White  mulberry 

Be  tula     alba    pendula  —  White  P I  atanus  americana — American  plane 

birch  tree 

Crataegus  oxyacantha  —  English  haw-  Platanus  orientalis  —  Oriental  plane 

thorn  tree 

1  See  subjoined  list. 


t 


386 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

bird 


Prunus     padus  —  European 
cherry 

Prunus  triloba  —  Flowering  almond 
Pyrus  angustifolia 
Quercus  coccinea  —  Scarlet  oak 
Quercus  rubra  — •  Red  oak 
Picea  excelsa  —  Norway  spruce 
Pinus  strobus  —  White  pine 
Pinus  sylvestris  —  Scotch  pine 
Retinospora  plumosa  —  Japanese  cy- 
press 


Kerria  japonica  —  Globe  flower 
Lonicera       tartarica  —  Honeysuckle 
bush 

Rhamnus  catharticus  —  Buckthorn 
Rosa  rugosa  alba  —  White  Japanese 
rose 

Rosa  rugosa  rubra  —  Red  Japanese 
rose 

Spirea  bumalda  var.  Anthony  Waterer 
Symphoricarpus     vulgaris  —  Coral 
berry 

Thuja  occidentalis  sib  eric  a  —  Arbor    Spirea  van  Houttei  —  Wan  Houtte's 


lUJ 

vitae  or  white  cedar 
Tsuga  canadensis  —  Hemlock 

VINES 

Parthenosiesus  engelmanii 

Ampelopsis  quinquefolia  —  Five- 
leaved  ivy  or  Virginia^creeper  or 
woodbine 

Ampelopsis  veitchii  ■ —  Boston  or  Jap- 
anese ivy 

Celastrus  scandens  —  Climbing  bit- 
tersweet 
Evonymus  radicans 
Lonicera  halleana 
Wistaria  (American  purple) 

SHRUBS 

Aralia  pentaphylla  —  Five-leaved 
aralia 

Berberis  thunbergii  —  Japanese  bar- 
berry 

Berberis  vulgaris — Common  barberry 
Cornus  alba  var.  siberica —  Siberian 
dogwood 

Deutzia  lemoinei 

Diervilla  rosea  —  Rose-colored  wei- 
gela 

Forsythia  intermedia  —  Golden  bell 


spirea 

Symphoricarpus  racemosus  —  Snow- 
berry 

Syringa  vulgaris  var.  Marie  LeGraye 

—  Common  lilac 
Viburnum  dentatum  —  Arrowwood 

HERBACEOUS  PERENNIALS 

Peonies 

Festiva  Viaxima 
Officinalis  rubra 
Dutchess  nemeur 

Phlox 

Wm  Robinson 
Jean  U Arc 
Richard  W allace 
Selina 

Stoke sia  cynanea  —  Stoke's  blue 

aster 
Boltonia  asteroides 
Iris  germanica  —  German  iris 
Dicentra  spectabilis  —  Bleeding 
heart 

Digitalis  purpurea  alba  —  White 
foxglove 

Coreopsis  lanceolata  var.  grandi- 
flora 

Clumps  hollyhocks 


SCHOOL   BUILDINGS  AND  GROUNDS  387 

Prepared  by  Afr  E.  A.  Richardson 

Many  have  doubtless  observed  the  extensive  use  which  has  been  made 
of  native  shrubs  on  the  attractive  grounds  surrounding  the  stations  along 
the  line  of  the  Boston  and  Albany  Railroad.  Mr  E.  A.  Richardson,  land- 
scape engineer,  of  Newtonville,  Mass.,  to  whom  credit  is  to  be  given  for 
carrying  out  this  idea,  has  kindly  furnished  the  following  list  of  native 
shrubs  of  which  he  has  made  extensive  use. 

Some  suggestive  comments  are  included  in  connection  with  individual 
shrubs  on  the  list,  and  an  interesting  and  instructive  extract  from  one  of 
Mr  Richardson's  letters  is  also  given. 

Shrubs  preceded  by  i  are  those  that  are  hardy  and  can  with  ordinary  care  be  grown 
anywhere  in  our  latitude. 

Shrubs  preceded  by  2  are  not  so  hardy  but  with  special  care  succeed  in  most  soils  in 
our  latitude. 

Those  preceded  by  3  call  for  some  special  condition  or  treatment. 

I  Mariana  {Andromeda)  Lyonia  and 

L.  ligustrina  Stagger  bush 

I  Acer  spicatum  Mountain  maple 

I  Acer  pennsylvanicum  Striped  maple 

(I  have  seen  both  of  these  do  well  in  cold  situations) 

I  Alniis  iyicana  (In  all  soils)  Alder 

1  Amelanchier  canadense  Shad  bush 

(Rich  deep  soil,  fairly  well  in  poorer  soils) 

2  Aralia  spinosa  Hercules  club 

(Have  not  seen  this  in  exposed,  cold  situations) 

1  Berheris  vulgaris  Common  barberry 

(Does  its  best  in  deep  soils,  often  in  stony  soils) 

2  Cercis  cafiadensis  Judas  tree:  redbud 

(Should  not  plant  in  very  cold,  exposed  situations) 
2  Clethra  alnifolia  Sweet  pepperbush 

(Have  not  seen  this  far  away  from  sea  shore) 
I  Crataegus  phaenopyrum  {C.  cordata)   Washington  thorn 
I  Crataegus  crus-galli  Cockspur  thorn 

(Both  fairly  good  soils) 
I  Cornus  paniculata  Grey  cornel 

(In  most  soils  and  situations) 
I  Cornus  stolonifera  Red  osier 

(Does  full  as  well  in  moist,  not  wet  soils) 
I  Cornus  amommum  (C.  sericea)  Silky  cornel 

(In  ordinary  soils) 


388  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

I  Cornus  florida  Flowering  dogwood 

(Especially  well  on  edges  of  woods) 
I  Cornus  aliernifolia  '  Alternate  leaved  cornel 

(On  edges  of  woods) 
I  Corylus  americana  Hazelnut 

(On  ordinary  soils) 
I  Dervilla  lonicera  {D.  trifida)  Bush  honeysuckle 

(Fairly  well  on  poor  soils) 
I  Leucothoe  catesbaei 

(Needs  good  soil) 
I  Rhododendron  arborescens  {Azalea)     Smooth  azalea 
I  Rhododendron  viscosum  {Azalea)        Clammy-white  swamp  honeysuckle 

1  Rhododendron  nudiflorum  {Azalea)     Pinxter  flower 

2  Rhododendron  calendulaceum{Azalea)  Flame-colored  azalea 

(Deep  moist  soils.    All  these  will  do  better  if  bedded  down  in  fall  with  leaves  one 
foot  deep  and  leaves  left  on  the  following  season) 
I  Lycium  vulgare  Matrimony  vine 

(Will  do  fairly  well  in  poor  soils) 
I  Ligustrum  vulgare  Common  privet 

(The  best  of  privets  to  stand  poor  treatment) 
I  Myrica  cerifera  Bayberry,  wax-myrtle 

(Does  fairly  well  on  poor  soil) 
I  Myrica  gale  Sweet  gale 

(Likes  to  be  near  the  water) 

1  Prunus  pumila  Dwarf  cherry 

(Does  well  in  rocky  soils  also  in  good  soils) 

2  Prunus  maritima  Beach  plum 

(At  home  near  the  sea;  does  well  elsewhere) 
I  Rosa  lucida  Glossy  rose 

Rosa  setigera  Prairie  rose;  Michigan  rose 

(Do  not  know  how  far  north  it  will  do  well) 
I  Rosa  blanda 

I  Rosa  Carolina  Swamp  rose 

(Roses  need  good  soil  in  order  to  bloom  well.    Have  seen  them  do  fairly  well  in  poorer 
soils) 

1  Rosa  nitida  Northeastern  rose 

2  Physocarpus  opidifolius  {Spiraea)  Ninebark 

I  Spirea  tornentosa  Hardback;  steeplebush 

1  Spirea  salicifolia  Common  meadowsweet 

(Will  do  fairly  well  in  poor  but  better  in  good  soils) 

2  Aruncus  Sylvester  {Spirea  aruncus)    Goats  beard 

(Should  hesitate  about  planting  too  far  north) 


SCHOOL  BUILDINGS  AND  GROUNDS 


389 


I  Sorbus  americana 
(Fairly  good  soil) 
I  Samhucus  canadensis 

1  Samhucus  racemosa  (S.  pubens) 

(Moist  soil  for  its  best) 

2  Rhus  copallina 


American  mountain  ash 

Common  elderberry 
Red-berried  elder 


Dwarf  sumac 

Fragrant  sumac  (Arnold  Arboretum 
form) 

(Does  well  in  stony  loam;  not  so  well  in  light  sandy  soil) 


I  Rhus  canadensis  {R.  aromatica) 


I  Rhus  glabra 

I  Rhus  typhina 
(Likes  good  soil) 
Pyrus  arbutifolia 

I  Hamamelis  virginica 

(Does  its  best  in  moist  places) 

I  Vaccinium  corymbosum 
(Does  better  in  moist  soils) 

I  Vaccinium  pennsylvanicum 

I  Viburnum  acerifolium 


Smooth  sumac 
Staghorn  sumac 

Chokeberry 
Witchhazel 

High  or  swamp  bush  blueberry 
Dwarf  blueberry 

Maple-leaved   viburnum  or  dock- 
mackie 


(Does  better  on  edges  of  woods) 
I  Viburnum  dentatum  Arrowwood 
(Full  as  well  in  moist  soil) 

I  Viburnum  alnifolium  ( V.  lantanoides)  Hobble-bush 
(?  how  far  north) 

I  Viburnum  lentago  Sheepberry 

(Rich,  deep  soils) 
I  Viburnum  cassinoides  Withe-rod 

(Seen  it  in  all  soils,  better  in  deep,  rich  soils) 
I  Vibernum  prunifolium  Black  haw 

I  Vibernum  opulus  Cranberry-tree 

(Better  in  rich,  deep,  cool  soil,  facing  north) 
3  Kalmia  latifolia  Mountain  laurel  —  calico  bush 

(Deep,  rich  moist  soil  for  the  best,  as  a  rule  does  not  like  a  lime  soil) 
I  Kalmia  augustifolia  Sheep  laurel 

(Fairly  well  in  dry  pastures) 
I  Symphoricarpus  racemosus  Snowberry 

(Fair  soil) 

I  Symphoricarpus  vulgaris  Indian  currant,  coral  berry 

(Will  exist  in  poor  soils,  but  makes  a  fine  showing  in  rich  soils) 
3  Zanthorhiza  apiifolia  Shrub  yellow-root 


390 


THE  UNIVERSITY  OF  THE   STATE  OF  NEW  YORIC 


Vines 

3  Arctostaphylos  uva-ursi  Bearberry 

(Does  well  in  sandy  loam,  also  in  rocky  loam) 
3  Aristolochia  sipho  Dutchman's  pipe 

(Likes  rich,  deep,  moist  soil,  does  well  facing  north) 
I  Celastrus  scandens  Bittersweet 

(Fairly  well  in  poor  soil,  fruits  fully  as  well  as  it  does  in  richer  soils) 
3  Tecoma  radicans  Trumpet  flower 

(This  is  sometimes  tender  here;  rich  sandy  loams) 
I  Psedera  quinquefolia  {Ampelopsis)    Common  woodbine 

(Almost  any  soil) 

3  Clematis  virginiana  Common  Virgin's  bower 

(Full  as  well  in  moist,  rich  soils) 


"  I  have  seen  most  of  the  shrubs  in  all  kinds  of  situations  and  in  fairly  cold  places,  say  as  low  as  20  degrees 
below  zero,  but  most  of  our  plantings  are  in  places  where  the  mercury  does  not  go  below  lo  degrees  below  and 
does  not  stay  there  long. 

"  Many  plants  do  well  as  far  north  as  Montreal,  Canada,  that  do  not  do  well  farther  south  because  they  do 
not  have  the  snow  mantle  that  they  get  in  Canada.  Deep,  well-enriched  soils  often  make  plants  endure  hard 
winters  where  they  otherwise  would  come  through  enfeebled.  In  my  markings  I  have  simply  given  what  I  have 
seen.    Temperatures  from  20  below  and  lower,  I  have  not  had  much  experience  with." 


4 


SANITATION  OF  SCHOOL  BUILDINGS 


The  following  letter  and  accompanying  questionnaire,  sent  to  super- 
intendents of  schools  throughout  the  State  in  January  19 16,  are  self- 
explanatory: 

To  Superintendents  of  Schools: 

There  is  no  subject  with  which  we  have  to  deal  that  is  of  more  vital  moment  or  that 
presents  at  once  greater  possibilities  and  greater  difficulties  than  school  sanitation  or  school 
hygiene.  We  are  all  deeply  interested  and  concerned  in  it  and  in  all  phases  of  it.  Much 
that  is  excellent  in  character  is  being  constantly  said  and  written  about  it,  and  much  that 
is  not  so  praiseworthy.  But  theory,  however  good  and  sound  in  itself,  needs  to  be  inter- 
preted and  expressed  in  terms  of  much  actual  experience  and  under  the  testing  processes 
of  varied  everyday  practice. 

In  the  treatment  of  certain  topics  in  sanitation  in  a  school  building  publication  that 
is  about  to  be  issued,  I  need  the  results  of  the  experience  of  many  under  varying  condi- 
tions, and  I  turn  to  the  body  of  men  peculiarly  equipped  to  supply  this  information,  with 
the  request  that  you  kindly  answer  the  accompanying  set  of  questions,  in  order  that  the 
information  gained  therefrom  may  be  used  in  an  entirely  impersonal  way  for  the  benefit 
of  our  schools  and  as  a  practical  contribution  for  the  guidance  of  those  who  are  charged 
with  the  responsibility  of  decision  in  the  problems  involved. 

That  this  undertaking  may  prove  of  maximum  value,  let  me  express  the  hope  that 
every  superintendent  will  make  as  prompt  and  complete  a  return  as  possible.  I  am 
encouraged  to  present  this  blank  to  you  in  the  belief  that  you  will  deem  it  a  pleasure  as 
well  as  a  duty  to  give  invaluable  information  on  such  important  administrative  problems, 
unobtainable  through  other  sources. 

Very  truly  yours 

Frank  H.  Wood 

School  Buildings  and  Grounds  —  Special  Features 

/  Heat  and  Ventilation 

a  What  is  the  total  number  of  school  buildings  under  your  jurisdiction? 

b  What  is  the  total  number  in  which  there  is  a  mechanical  system  of  ventilation? 

c  Do  you  operate  your  fans  during  the  entire  year  when  school  is  in  session? 

If  not,  at  what  approximate  date  do  you  begin  to  do  so? 

Cease  to  do  so? 

d  State  any  reasons  that  you  may  have  for  or  against  the  use  of  mechanical  ventila- 
tion in  warm  weather,  based  upon  your  experience. 

e  If  you  have  two  buildings  of  similar  cubage  and  construction,  one  with  a  gravity 
system,  the  other  with  a  mechanical,  compare  their  yearly  cost  of  maintenance  and  their 
effectiveness  as  measured  by  results. 

391 


392  THE   UNIVERSITY  OF  THE   STATE   OF   NEW  YORK 

/  Do  you  test  your  buildings  for  humidity? 

If  so,  what  standard  do  you  regard  as  desirable? 
What  percentage  limits  are  you  able  to  maintain? 

g  In  how  many  of  your  buildings  do  you  use  thermostat  regulation? 

h  What  are  your  rules  governing  the  use  of  a  thermometer'as  to 

1  Temperature  to  be  maintained? 

2  Distance  in  feet  above  floor  level? 

3  Location  in  room? 

i  Add  any  essential  information  or  helpful  suggestions  that  you  may  have  in  mind 
regarding  heating  and  ventilating  systems. 

2  V acuum  Cleaning 

a  To  what  extent,  if  any,  have  you  made  use  of  vacuum  cleaning? 

b  Has  it  proved  more  satisfactory  than  the  ordinary  methods? 
If  so,  in  what  respects? 

c  State  any  disadvantages  that  you  may  have  experienced  in  its  use. 

d  Describe  the  type  of  machine  and  installation  used  by  you. 

e  Add  any  information  or  advice  that  would  be  likely  to  prove  serviceable  to  those 
without  experience  with  vacuum  cleaners. 

5  Dust  Layers 

a  Do  you  use  floor  oil  ? 

If  so,  with  what  do  you  have  it  applied? 
How  often  ? 

State  what  rule,  if  any,  governs  the  quantity  to  be  used. 

b  State  any  additional  precautionary  measures  in  the  use  of  floor  oil  that  you  have 
found  it  necessary  to  adopt. 

c  Do  you  find  any  reasonable  ground  for  complaint  resulting  from  the  use  of  floor 
oil  after  your  method  ? 

d  What  dust-laying  agencies  have  you  used  and  with  what  results? 

4.  Janitor  Service 

a  What  is  the  minimum  salary? 
What  is  the  maximum  salary? 

b  What  qualifications  are  prescribed? 

c  What  measures  are  adopted  to  direct,  supervise  and  instruct  janitors  in  the  per- 
formance of  their  duties? 

<f  If  a  definite  set  of  rules  or  directions  is  issued  to  janitors,  please  inclose  a  copy. 

e  Is  your  janitor  service  satisfactory? 

If  nor,  state  in  what  directions  there  are  special  difficulties. 


SCHOOL   BUILDINGS  AND  GROUNDS  393 

5  School  Grounds 
a  What  is  the  average  size  of  your  sites? 

How  many  have  playgrounds  connected  with  them? 

How  many  have  playground  equipment? 
b  How  many  of  your  sites  have  school  gardens? 

c  How  many  have  been  laid  out  and  beautified  in  accordance  with  the  plan  of  a 
landscape  artist  or  engineer? 


Superintendent  of  Schools 

A  summarization  of  replies  follows:   


394  THE   UNIVERSITY  OF  THE   STATE  OF  NEW  YORK 


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SCHOOL  BUILDINGS  AND  GROUNDS 


395 


SCHOOL    BUILDING    CONSTRUCTION    FOR    THE  TEN-YEAR 
PERIOD  ENDING  JULY  31,  1914 


In  191 3-14  the  number  of  new  buildings  constructed  in  rural  districts 
was  three  and  one-half  times  the  number  constructed  in  1904-5.  The 
number  constructed  in  villages  of  less  than  5000  was  one  and  one-sixth 
times  the  number  constructed  in  1904-5,  and  the  number  constructed  in 
villages  of  5000  or  more  inhabitants  and  in  cities  of  the  third  class  was 
one  and  three-fifths  times  the  number  constructed  in  1904-5. 

The  cost  of  new  buildings  in  rural  districts  in  1913-14  was  six  and 
one-half  times  the  cost  in  1904-5.  The  cost  of  new  buildings  in  villages 
of  less  than  5000  was  two  and  seven-tenths  times  the  cost  in  1904-5,  and 
the  cost  in  villages  of  5000  or  more  inhabitants  and  in  cities  of  the  third 
class  was  four  and  two-fifths  times  the  cost  in  1904-5.  It  will  be  seen  that 
the  increase  in  cost  of  buildings  for  the  years  with  which  comparison  is 
made  is  relatively  much  greater  than  the  increase  in  number  of  buildings. 

The  number  and  the  aggregate  cost  of  new  buildings  constructed  in 
cities  of  the  first  and  second  classes  were  materially  gi eater  in  1904-5  than 
in  any  other  year  of  the  period.  The  fact  that  the  building  law  which  went 
into  effect  that  year  did  not  include  first  and  second  class  cities  may  account 
in  part  at  least  for  the  relative  increase  in  construction  everywhere  out- 
side of  the  cities  of  these  classes  and  lack  of  increase  in  construction  in 
these  two  classes. 

A  tabulation  of  the  construction  work  of  this  period  follows: 


396 


THE   UNIVERSITY  OF  THE   STATE  OF  NEW  YORK 


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SCHOOL  BUILDINGS  AND  GROUNDS  397 


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THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 


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SCHOOL  BUILDINGS  AND  GROUNDS 

Construction  work  in  villages  of  less  than  5000  population 


409 


Number 
OF  Buildings 


Capacity 
OF  Buildings 


Cost  of  Buildings 


Total 


New 


Remodeled 


Afton  

Akron  

Alden  

Alfred  

AUentown . 


Andes. .  . 
Angelica . 
Angola.  . 
Ardsley . . 
Arkport . 


Ausable  Forks. 

Babylon  

Baldwin ...... 

Baldwinsville .  . 
Ballston  Spa .  . 


Barker ,  .  .  . 

Bath  

Bay  Shore . 

Belfast  

Berlin  


Big  Flats . 
Blasdell .  . 
Bolivar . . . 
Boonville . 
Brewster . 


Briarcliff  Manor. 
Bridgeharapton . . 

Broadalbin  

Brockport  

Brocton  


Bronxville . 
Brookfield . 
Brown  ville . 
Buchanan . 
Cambridge . 


Camillus .  .  . 
Canaseraga . 
Canastota.  . 

Candor  

Canisteo. . . . 


Canton  

Cape  Vincent . 

Carmel  

Carthage  

Castile  


Central  Islip . . 

Charlotte  

Cherry  Valley. 

Chester  

Chestertown .  . 


Church  ville . 
Clayton .  . . . 
Clifton  Spa . 

Clinton  

Cobleskill . . . 


Cooperstown. 
Copenhagen . . 

Corfu  

Corinth  

Cornwall .... 


Croton-on-Hudson . 

Cuba  

Darmemora  

Dansville  

Davenport  


729 
677 
828 
7S9 


414 
I  056 
892 
537 
562 


2  600 


3  099 

4  138 


441 


804 


849 
I  318 
I  794 
I  296 

950 


3  579 
I  181 

I  863 
395 
854 


1  528 

763 
754 
3  247 
737 

2  2S9i 

2  701 
I  155 


3  563 
I  040 


I  938 

792 

I  210 


565 

I 

941 

I 

600 

I 

236 

2 

088 

2 

484 

58s 

413 

2 

166 

2 

658 

I 

806 

I 

SS6 

I 

146 

3 

938 

210 
150 
300 
250 
230 

200 
280 
475 
880 
200 

360 
320 
360 
200 
400 

400 
525 
200 

375 
215 

100 

340 

500 

425 

400 

250 
140 

80 
320 
125 

439 
200 
130 
250 
70 

500 
226 
412 
350 
360 

250 
100 
210 
ISO 
250 

250 
200 
225 
420 
125 

250 

500 
100 
500 
400 

650 
150 
60 
400 
500 

300 

375 
200 

400 

100 


210 
ISO 
300 
250 
230 


280 
175 

880 

200 

360 
320 
360 


400 
400 


500 
42s 


250 
140 


250 
200 
130 
250 


SOO 
226 


350 
360 


ISO 

250 
250 

200 
225 
420 
125 


400 

650 
150 


400 
500 

300 

375 

200 


200 
300 


525 
200 


215 
340 
400 


80 
125 

180 


100 
2X0 


250 
500 
100 
500 


60 


400 


$25  000 

9  000 

24  500 

19  000 
12  000 

S  000 

21  000 

44  000 

76  000 

15  000 

20  000 
40  000 
38  000 

10  000 

30  860 
55  000 

12  000 
17  000 
40  000 
14  000 

8  000 
35  000 

25  000 
52  000 

8  000 

50  000 
12  000 

2  500 
20  000 
12  000 

71  000 

7  000 
20  000 

26  000 
20  000 

40  000 
12  000 

28  613 

30  000 
30  000 

40  000 

3  000 

8  000 

28  000 

25  000 

20  600 

26  500 

33  000 
35  000 

7  000 

8  000 

34  000 

12  000 

11  500 

80  000 

80  000 
17  000 

4  000 
30  000 
30  000 

97  000 
40  000 
20  000 

37  000 
4  000 


$25  000 
9  000 

24  500 

19  000 
12  000 


21  000 

39  000 

76  000 
15  000 

20  000 

40  000 
38  000 


30 

860 

55 

000 

40 

000 

8  000 



25 

000 

52 

000 

50 

000 

12 

000 

20 

000 

45 

000 

7 

000 

20 

000 

26 

000 

40 

000 

12 

000 

30 

000 

30 

000 

40 

000 

28 

000 

25 

000 

20 

600 

26 

500 

33 

000 

35 

000 

7 

000 

80 

000 

80 

000 

17 

000 

30 

000 

30 

000 

97 

000 

40 

000 

20 

000 

4 

000 

$5  000 
5  400 


12  000 
17  000 


14  000 
35  000 
8  000 


2  500 
12  000 
26  000 


28  613 


3  000 

8  000 


8  000 
34  000 
12  000 
II  500 


4  000 


37  000 


4IO  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 


Construction  work  in  villages  of  less  than  5000  population  —  (Continued) 


Population 

Number 
OF  Buildings 

Capacity 
OF  Buildings 

Cost  of  Buildings 

(2 

z 

"S 

•0 
0 
B 

"3 

0 
H 

i 
u 
Z 

•a 

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•a 

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Total 

New 

Remodeled 

I 
4 

I 

2 

300 
I  120 
ISO 
480 
ISO 

320 
240 
250 
300 
300 

160 
60 
720 
120 
ISO 

ISO 

240 
300 
190 
780 

200 
ISO 
175 
175 
250 

3S0 
150 

120 
183 

ISO 

60 

400 

300 

100 
ISO 

300 

200 
340 
670 
2S0 

500 
200 
600 
200 
90 

800 
150 

300 
100 

600 

300 
125 
680 
220 
ISO 

240 
320 
80 
100 
200 

289 
200 
I2S 
250 
200 

300 
800 
ISO 

480 

II  000 
142  915 
IS  000 
SO  000 
5  000 

15  182 

7  250 
26  SOO 
30  000 

25  000 

17  500 

3  500 
47  000 
9  900 

20  360 

8  000 

10  000 

9  000 

11  800 

6s  000 

7  839 

14  000 

12  000 
12  000 

26  000 

35  OOJ 

12  000 

7  000 
3  500 

5  000 

3  SOO 
45  000 

21  000 

4  000 

6  700 

13  500 

16  SOO 
60  000 
93  000 
56  000 

103  000 

6  dbo 

60  000 
20  000 
I  SOO 

53  000 

15  000 

20  000 

5  000 

81  000 

14  000 
I  SOO 

55  000 

15  650 

6  SOO 

30  000 

18  000 

4  000 
10  000 

5  000 
18  000 

17  000 

13  000 

22  000 

8  000 

II  000 
136  08s 

15  000 

so  000 

Depcw  

3  921 
538 
3  455 
2  685 

2 

320 

6  830 

DeRuyter  

Dobbs  Ferry  

Dolgeville  

I 

I 

ISO 
160 

S  000 
5  470 

160 

240 
250 

300 

300 
160 

9  712 
7  250 
26  500 
30  000 
25  000 

17  500 

Downsville  

Dryden  

709 
874 

Earlville  

I 

60 

3  SOO 

East  Rochester  

2  398 

720 

120 

150 

ISO 
240 

47  000 
9  900 

20  360 

8  000 

10  000 

East  Syracuse  

3  274 

East  Worcester  

Eden  

I 
I 
I 

300 

9  000 

190 
700 

II  800 

60  000 

EUenville  

3  114 
985 

80 
200 

5  000 
7  839 

Ellicottville  

150 

175 
I7S 
250 

350 
150 

120 

14  000 
12  000 

35  000 

12  000 
7  000 

Elmira  Heights  

2  732 

Falconer  

2  141 
I  567 

Farmingdale  

Felts  Mills  

507 
436 
3  762 

2  762 

3  303 
I  568 

I 
I 

I 
I 

183 

ISO 

60 
400 

3  SOO 
5  000 

3  500 
45  000 

Fort  Plain  

Frankfort  

300 
100 
150 

4  000 
6  700 

327 
455 

I 

300 

13  500 

I 

\ 

\ 

200 
340 
3S0 
250 

500 
200 
600 
200 

16  500 
60  000 

85  000 

56  000 

103  000 
6  000 
60  000 

20  000 

3  081 

4  128 
3  920 

I 

320 

8  000 

Greenwich  

2  314 

Griffin  Corners  

Hailesboro  

I 

I 

90 
800 

I  500 

S3  000 

2  134 
404 
I  254 

330 

Hammond  

ISO 

15  000 

Hammondsport  

I 

300 

20  000 

Hannibal  

100 
600 

300 

5  000 
81  000 

14  000 

Harrisvillc  

921 

Hartford  

I2S 

I  SOO 

Hastings  

4  552 

680 
220 

55  000 
15  650 

Hemlock  

Heuvelton  

529 

I 

ISO 

6  SOO 

240 
320 

30  000 

18  000 

Hilton  

627 

I 

80 

4  000 

Hindsdale  

I 

100 

10  000 

Holland  

I 

I 
I 

200 

289 
200 

5  000 
18  ooo 

17  000 

Holley  

1  679 

2  69s 

Homer  

I 

I 

I  25 
250 

13  000 
22  000 

Horsehcads  

I  778 

Hyde  Park  

I 

200 

8  000 

SCHOOL  BUILDINGS  AND  GROUNDS  4I  I 

Construction  work  in  villages  of  less  than  5000  population  —  {Continued) 


Number 
OF  Buildings 


Capacity 
OF  Buildings 


Cost  of  Buildings 


Total 


New 


Remodeled 


Indian  Lake . 
Irvington.  .  . 
Katonah  .  .  .  . 

Kendall  

Kenmore ... 


Kenwood .... 
Leonardsville . 
Lewiston .... 

Liberty  

Lindenhurst. . 


Little  Valley . 

Lodi  

Long  Eddy. . 

Luzerne  

Lynbrook . . .  . 


Lyndonville. . 

Machias  

Mahopac .... 
Mamaroneck. 
Manlius  


MannsviUe .  .  . 
Margaretville . 

Marlboro  

Massena  

Meridian  


Middleport . 
Mid'dleville. 
Millbrook. . 
Mineola .  .  .  . 
Minetto  .  .  .  . 


Minoa  

Monroe  

Montgomery . 
Monticello.  .  . 
Mooers  


Mount  Kisco .... 

Naples  

New  Berlin  

New  Lebanon . . . 
New  Woodstock. 


Newcomb  

Newfield  

Nichols  

North   Cohocton  and  At 

lanta  

Northville  


Oceanside . 
Odessa ... 
Old  Forge. 

Orient  

Oriskany .  . 


Oswegatchie . 

Otisville  

Oyster  Bay .  . 
Painted  Post . 
Palmyra  


Patterson  

Pavilion  

Pelham  Manor . 

Penfield  

Perry  


Philmont .  . 

Pike  

Pine  Plains . 
Pittsford .  .  . 
Pleasantvilli 


713 
2  072 


I  368 


2  206 
647 


5  699 

1  314 

330 
669 
920 

2  951 
326 

I  530 
625 
I  136 
I  981 


I  195 
941 

1  941 
560 

2  802 
I  093 
I  1 14 


354 
533 


330 
465 


1  224 

2  268 


852 

4  388 


813 
422 


1  205 

2  207 


150 
920 
350 
160 
500 

200 
200 
240 
600 
560 

180 
175 
120 
250 
440 

250 
300 
100 

250 
500 

100 

300 
160 
360 

125 

500 

210 
160 
288 
190 

350 
350 
264 

275 
250 

400 
350 
400 

120 
130 

100 
100 

300 
150 

140 
640 

110 
200 
150 
275 

130 
320 
320 
300 
100 

180 
100 

400 
300 
800 

400 

200 
200 
200 

goo 


920 
350 
160 
500 

ISO 
200 
240 
600 
560 


175 
120 
250 
280 

250 
300 


500 


100 
300 


360 


500 
160 


350 
350 


275 
250 


400 

120 


640 


320 
320 


400 
300 
800 


50 


180 


160 


100 

250 


160 
125 


288 

190 


264 


350 


150 

140 


150 
27s 


300 

100 


400 

200 


200 
800 


4  000 

180  000 
40  000 

7  000 

51  000 
21  000 

6  000 
14  000 
54  000 

60  000 

17  497 

16  000 

4  000 
20  000 

47  000 

16  000 
30  000 

3  800 

25  000 
35  000 

5  500 
14  000 

10  000 

30  000 

3  500 

75  000 

1  334 
13  675 

26  570 

4  000 

40  000 
45  000 

7  600 

48  000 
20  000 

65  000 
23  000 
25  000 

1 1  000 

6  000 

10  000 

2  000 
23  000 

9  000 

4  000 

78  000 

5  000 

31  000 

7  500 

12  000 

I  500 

34  298 

45  000 

25  000 

12  000 

20  000 
850 

60  000 

17  200 
6s  000 

2 1  000 

8  500 
8  000 
8  666 

81  000 


180 

000 

40 

000 

7 

000 

SI 

000 

20 

000 

6 

000 

14 

000 

54 

000 

60 

000 

16 

000 

4 

000 

20 

000 

37 

000 

16 

000 

30 

000 

35 

000 

5 

500 

14 

000 

30 

000 

75 

000 

13 

675 

40 

000 

45 

000 

48  000 
20  000 

65  000 


25 
1 1 

000 
000 

10 

000 

23 

000 

78 

000 

31 

000 

34 
45 

298 
000 

20 

000 

60 
17 
65 

000 
200 
000 

8  500 

8 
81 

666 
000 

4  000 


17  497 


3  800 
25  000 


3  500 


26  570 
4  000 


7  600 


6  000 


Q  000 
4  000 


5  000 


7  500 
12  000 


I  500 


25  000 
12  000 


850 


21  000 
8  000 


412  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

Construction  work  in  villages  of  less  than  5000  population — (Concluded) 


o 


Number 
OF  Buildings 


Capacity 
OF  Buildings 


Cost  of  Buildings 


Total 


New 


Remodeled 


Port  Jefferson .  .  . . 
Port  Washington . 

Potsdam  

Pulaski  

Randolph  


Ra  vena .... 
Red  Hook . 
Redwood .  . 
Remsen .  .  . 
Rhinebeck. 


Rockville  Center. 

Roslyn  

Roxbury  

Russell  

Rye  


Sag  Harbor .  . 
St  Johnsville . 

Salem  

Sandy  Creek. 
Saugerties.  .  . 


Sauquoit  

Scarsdale  

Schenevus . . . . 
Schroon  Lake. 
Scio  


Scotia  

Sea  Cliff  

Setauket. ...... 

Sharon  Springs. 
Sherman  


Silver  Springs  

Skanea  teles  

Sloan  

Smithtowr  Branch. 
South  New  Berlin . 


Southampton . 

Spencer  

Spencerport. . . 
Spring  Valley . 
Spring  ville. . . . 


Spring  water . 
Stamford .  .  .  , 
Stockton . .  .  . 

Suflern  

Tannersville . 


Truxton  

Tuckahoe. . .  . 
Tupper  Lake. 
Tuxedo  Park. 
Varysburg .  . . 


Victor  

Waldcn  

Wappingers  Falls. 

WaterviUe  

Wayland  


Weedsport  

Wells  

Wellsburg  

Wellsville  

West  Carthage . 


West  Chazy  

Westbury  

Westhampton  Beach. 

Windham  

Woodmere  

Wyoming  


4  036 
I  788 
I  298 

I  700 
960 


421 
I  548 

3  667 


3  964 

3  408 

2  S36 
I  250 

617 

3  929 


576 


2  957 
I  694 


459 
836 

974 
1  61S 
I  259 


2  S09 
569 

1  000 

2  353 
2  246 


2  663 
660 


722 
551 


881 
4  004 
3  19S 
I  410 
1  392 

I  344 


432 
4  382 
I  393 


600 
450 
400 
350 
200 

200 
192 
200 
ISO 
360 

320 
240 

225 
300 
260 

800 
160 
70 
113 
600 

160 
315 
22s 
100 
200 

390 
650 
400 
ISO 
350 

200 
550 
550 

288 
150 

800 
300 

275 
800 
600 

150 
32s 
150 
420 
240 

150 
160 
330 
300 
100 

90 
300 
SSO 
240 
360 

300 

ISO 
100 

900 
375 

175 
300 
140 
200 
160 
150 


600 
450 
400 


200 


200 
192 


150 


240 
22s 
300 
260 

800 


113 
600 

160 
315 
225, 
100 
200 

390 
650 
400 


SSO 
550 


800 
300 


800 
600 

ISO 

32s 

ISO 

420 
240 


840 
330 
300 


300 

360 

300 
ISO 

100 

900 
375 


300 
140 
200 


350 


200 
360 
320 


160 
70 


150 


275 


ISO 
320 


SSO 
340 


175 


160 


ISO 


80  000 

79  800 
25  000 

22  000 

23  000 

18  000 

18  000 

10  soo 

12  000 

25  000 

30  000 

27  650 

18  000 
40  000 
40  000 

160  100 
7  000 

17  500 

10  320 

65  000 

12  000 
27  000 

25  000 
7  000 

15  000 

24  coo 

65  000 
33  000 
7  000 

40  000 

5  000 
45  000 
72  000 

13  600 

5  000 

142  000 

18  000 

5  500 

26  680 

80  000 

11  236 

26  000 

6  000 

60  000 
20  000 

3  500 

153  000 

41  soo 
36  000 

I  000 

3  000 

25  000 
18  000 

4  000 

20  000 

40  000 

4  000 

5  000 

102  000 

30  000 

650 
40  380 

18  000 
9  000 
10  371 
IS  000 


80  000 

79  800 

25  000 


18  000 
18  000 


27  650 

18  000 
40  000 

40  000 

160  100 


10  320 
6s  000 

12  000 
27  000 
25  000 
7  000 
15  000 

24  000 
65  000 
33  000 


40 

000 

45 

000 

72 

000 

13 

600 

142  000 

18  000 

5  500 

26  680 

80  000 

II  236 

26  000 

6  000 
60  000 
20  000 


100  000 
41  500 
36  000 


25  000 


20  000 

40  000 

4  000 

5  000 
102  000 

30  000 


40  380 
18  000 
9  000 


15  000 


SCHOOL  BUILDINGS  AND  GROUNDS 


New  and  remodeled  buildings 

Figures  in  italics  are  for  remodeled  buildings 


Pupils  Accommodated,  by  Years 


1904-S     190S-6     1906-7     1907-8     1908-9    1909-10  1910-11    1911-12   1912-13  1913-14 


Afton  

Akron  

Alden  

Alfred  

Allen  town . 


Andes . .  . 
Angelica . 
Angola .  . 

Ardsley . . 
Arkport . 


Ausable  Forks. 

Babylon  

Baldwin  

Baldwinsville .  . 
Ballston  Spa.  . 


Barker .  .  .  . 

Bath  

Bay  Shore . 

Belfast  

Berlin  


Big  Flats . 
BlasdeU.  . 
Bohvar. . . 
BoonviUe . 
Brewster . 


BriarcHff  Manor. 
Bridgehampton . . 

Broadalbin  

Brockport  

Brocton  


Bronxville . 
Brookfield . 
Brown  ville . 
Buchanan. 
Cambridge. 


Camillus.  .  . 
Canaseraga . 
Canastota.  . 

Candor  

Canisteo . . . . 


Canton  

Cape  Vincent . 

Carmel  

Carthage  

Castile  


Central  Islip .  . 

Charlotte  

Cherry  Valley. 

Chester  

Chestertown .  . 


Church  ville . 
Clayton .  .  . . 
Clifton  Spa . 

Clinton  

Cobleskill. . . 


Cooperstown. 
Copenhagen . . 

Corfu  

Corinth  

Cornwall .... 


Croton-on-Hudson . 

Cuba  

Dannemora  

Dansville  

Davenport  


Delevan. 
Depew .  . 


230 


280 


880 
200 


360 


360 


400 


2/5 
340 


500 


320 
250 


140 


80 


iSo 


250 


226 


252 
350 


250 


200 
420 


250 


650 

"60 


400 
300 


37S 


300 


400 


260 
160, 


37S 


500 
160 


250 
225 


125 


300 


175 

300 


400 


70 


360 


250 


400 


4!4 


THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 


New  and  remodeled  buildings  —  (Continued) 

Fijjures  in  italics  are  for  remodeled  buildings 


Pupils  Accommodated,  by  Years 


1904-S     1905-6     1906-7     1907-8     1908-9    1909-10  1910-11    1911-12   1912-13  1913-14 


De  Ruyter. . . 
Dobbs  Ferry . 
Dolgeville .  .  . 


Dover  Plains. . .  . 

Downsvillc  

Dryden  

Earlville  

East  Bloomfield . 


East  Hampton .  . 
East  Pembroke. . 
East  Rochester. . 
East  Springfield . 
East  Syracuse. .  . 


East  Worcester. . 

Eastport  

Eden  

EHenburg  Depot . 
Ellenville  


Ellicottville  

Ellington  

Elmira  Heights. 

Evans  Mills  

Falconer  


Farmingdale . 
Felts  Mills.. . 
Forestport .  .  . 
Fort  Ann .... 
Fort  Edward. 


Fort  Plain .  .  . 
Frankfort .  .  . 
Franklinville . 
Freedom  .  .  . 
Gainesville. . . 


Gilbertsville .  . 
Good  Ground . 

Goshen  

Gouverneur. .  . 
Granville  


Great  Neck  .  .  .  . 

Greenville  

Greenwich  

Griffin  Corners. 
Hailesboro  


Hamburg  

Hammond  

Hammondsport . 

Hannibal  

Harrison  


Harrisville .  . . 
Hartford .  .  .  . 
Hastings .  .  .  . 
Hemlock  .  .  .  . 
Heuvelton .  . 

}Iicksville .  .  . 
Highland ... 

Hilton  

Hinsdale .  .  .  . 
Holland  

Holley  

Homer  

Honeoye .  .  .  . 
Horseheads .  . 
Hyde  Park. . 

Indian  Lake . 
Irvington ... 
Katonah .  .  .  . 
Kendall  ... 
Kenmore ... 


150 


480 
160 


150 


t6o 


240 


2S0 


300 


160 


60 
200 


120 
120 


ISO 


ISO 


240 
300 


700 

80 


I7S 


2S0 


3S0 


ISO 
120 
183 
ISO 

60 


400 


300 
ISO 


300 

200 


340 


250 


3S0 
320 


600 


200 
00 


800 


ISO 


300 


ISO 


600 


240 


I2S 


680 
220 


80 


200 

ISO 


240 


80 


280 


200 
2S0 


I2S 


160 


350 
500 


SCHOOL  BUILDINGS  AND  GROUNDS 


New  and  remodeled  buildings  —  (Continued) 

Figures  in  italics  are  tor  remodeled  buildings 


Kenwood .... 
Leonardsville. 
Lewiston  .... 

Liberty  

Lindenhurst .  . 


Little  Valley . 

Lodi  

Long  Eddy . . 

Luzerne  

Lynbrook. . . . 


Lyndon ville. . 

Machias  

Mahopac .... 
Mamaroneck. 
Manlius  


Mannsville.  .  . 
Margaret  ville . 

Marlboro  

Massena  

Meridian  


Middleport . 
Middleville . 
Millbrook. . 
Mineola .  .  .  . 
Minetto .  .  .  . 


Minoa  

Monroe  

Montgomery. 
Monticello .  .  . 
Mooers  


Mount  Kisco. . . . 

Naples  

New  Berlin  

New  Lebanon . . . 
New  Woodstock. 


Newcomb  

Newfield  

Nichols  

North  Cohocton  and  Atlanta. 
Northville  


Oceanside . 
Odessa .  .  . 
Old  Forge. 
Orient .... 
Oriskany  ,  . 


Oswegatchie . 

Otisville  

Oyster  Bay .  . 
Painted  Post . 
Palmyra  


Patterson  

Pavilion  

Pelham  Manor . 

Penfield  

Perry  


Philmont .  .  .  . 

Pike  

Pine  Plains .  . 
Pittsford  .  .  .  . 
Pleasantville . 


Port  Jefferson  ... 
Port  Washington . 

Potsdam  

Pulaaki  

Randolph  


Ravena. . . . 
Red  Hook . 
Redwood .  . 
Remsen .  .  . 
Rhinebeck . 


Pupils  Accommodated,  by  Years 


1904-S     1905-6     1906-7     1907-8     1908-9    1909-10   1910-11    1911-12   1912-13  1913-14 


200 
240 


Soo 


iSo 


160 
250 


250 


300 
800 


288 


350 


450 


250 


360 


640 

110 


ISO 


S6o 


280 


160 


ISO 


180 


600 


SCO 


'30 


360 


ISO 


160 


400 
400 


I7S 


350 


264 
27S 


350 


800 
600 


4i6 


THE   UNIVERSITY  OF  THE   STATE  OF  NEW  YORK 


New  and  remodeled  buildings — (Continued) 

Figures  in  ita'.ics  are  for  remodeled  buildings 


Pupils  Accommodated,  by  Years 


1904-S     1905-6     1906-7     1907-8     1908-9    1909-10    1910-11    1911-12   1912-13  1913-14 


Rockville  Center. 
Roslyn  


Roxbury . 
Russell .  . 
Rye  


Sag  Harbor .  . 
St  Johns ville. 

Salem  

Sandy  Creek . 
Saugerties.  .  . 


Sauquoit  

Scarsdale  

Schenevus . . . . 
Schroon  Lake . 
Scio  


Scotia  

Sea  Clifif  

Setauket ...... 

Sharon  Springs . 
Sherman  


Silver  Springs . 
Skaneateles .  .  . 
Sloan  


Smithtown  Branch . 
South  New  Berlin . . 


Southampton . 

Spencer  

Spencerport . . 
Spring  Valley . 
Springville. .  . 


Spring  water. 
Stamford .  .  .  . 
Stockton .  .  .  . 

Suffem  

Tannersville . 


Truxton.  . 
Tuckahoe. 


Tupper  Lake. 
Tuxedo  Park. 
Varysburg .  .  . 


Victor  

Walden  

Wappingers  Falls. 

Waterville  

Wayland  


Weedsport . 

Wells  

Wellsburg . 
Wells  ville.. 


West  Carthage . 


West  Chazy  

Westbury  

Westhampton  Beach. 

Windham  

Woodmere  

Wyoming  


320 


260 


160 


800 


70 


600 
160 


240 


225 


390 


650 
400 


SSO 


150 


800 


300 
600 


27S 


ISO 


ISO 


325 


420 


240 


ISO 


600 
300 


160 

240 


90 


300 

SSO 


360 


ISO 
100 


300 


400 
500 


375 


'7S 


300 


i6o 


80 
160 
225 
300 


113 


75 


3S0 


300 
250 


800 


160 
300 


100 


140 

300 


SCHOOL   BUILDINGS  AND  GROUNDS 


New  and  remodeled  buildings  —  (Continued) 

Figures  in  italics  are  for  remodeled  buildings 


Cost  of  Improvements 

1904-5 

1905-6 

1906-7 

1907-8 

1908-9 

Total 

Per  pupil 

Total 

Per  pupi! 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

$25  000 

$119 

$9  000 

$60 

12  000 

52 

$5  000 

?2J 

$21  000 

S7S 

38  000 

105 

JO  000 

JO 

12  000 

23 

17  000 

S5 

Belfast  

Big  Flats  

8  000 

80 

25  000 

50 

1 2  000 

29 

$20  000 

$62 

J  2  000 

06 

45  000 

180 

7  000 

35 

1 2  000 

53 

40  000 

160 

3  000 

28  000 

187 

26  500 

132 

35  000 

83 

8  000 

32 

34  000 

68 

12  000 

120 

Cobleskill  

80  000 

123 

Corfu  

4  000 

67 

Corinth  

30  000 

75 

30  000 

60 

Croton-on- Hudson  

97  000 

323 

Cuba  

4i8 


THE   UNIVERSITY  OF  THE   STATE   OF   NEW  YORK 


New  and  remodeled  buildings  —  {Continued) 

Figures  in  italics  are  for  remodeled  buildings 


Cost  of  Improvements 

1904-5 

1Q05-6 

igo6-7 

1907-8 

1908-9 

Total 

Per  pupil 

Total 

Per  pupil 

Tola' 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

$11  00c 

$37 

$51  08s 

Si  29 

DcRuytcr 

$15  000 

iion 
* 

Dobbs  Ferry 

Sso  000 

Si  04 

Dolgeville 

Dover  PI  sins 

9  712 

61 

7  250 

30 

Dryden 

Fa<;t  RlnnmfiplH 

25  000 

83 

3  sor 
12  000 

J  ' 
60 

5  000 
9  900 

42 

82 

S^st.  Springfield 

20  360 

142 

Ellenburg  Depot 

II  800 

62 

'Rllirnttvillp 

$7  839 

$39 

12  000 

68 

12  000 

Aft 

Felts  MiUs  

12  000 
7  000 
J  500 
5  000 

3  500 

80 
58 
IQ 
33 

58 

Fnrt  Plain 

21  000 

70 

6  700 

45 

13  500 
16  500 

45 
83 

5 6  000 

224 

«             *    VT  1 

6  000 

30 

60  000 

100 

20  000 

I  300 

100 
17 

15  000 

100 

S  000 

50 

81  000 

135 

14  000 

47 

6  500 

43 

30  000 

125 

4  000 

50 

10  000 

100 

18  000 

62 

J  7  000 

8S 

22  000 

88 

Hyde  i'ark   

8  000 

40 

SCHOOL  BUILDINGS  AND  GROUNDS 


New  and  remodeled  buildings  —  (Continued) 

Figures  ii)  italics  are  for  remodeled  buildings 


Cost  of  Lmprovements 

1904-5 

1905-6 

1906-7 

1907-8 

1908-9 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

Indian  Lake  

$4  000 

$27 

$7  000 

$44 

6  000 
14  000 

30 
58 

Little  Valley  

?77  407 

?97 

T  J  J 

4  000 

33 

$20  000 

$160 

10  000 

16  000 

62 
64 

25  000 

100 

35  000 

70 

S  500 

SS 

14  000 

47 

30  000 

83 

$02 

45  000 

128 

20  000 

80 

2  000 

20 

North  Cohocton  and  Atlanta. 

4  000 

20 

78  000 

5  000 

122 
'  45 

Old  Forge  

7  500 

50 

/  500 

12 

OtisviUe  

Painted  Post  

12  000 

120 

Penfield  

17  200 

6s  000 

S7 
81 

21  000 

52 

Pike  

8  soo 

43 

Pittstord  

Pleasantville  

420 


THE   UNIVERSITY  OF  THE   STATE  OF  NEW  YORK 


New  and  remodeled  buildings  —  (Continued) 

Figures  in  italics  are  for  remodeled  buildings 


Port  Jefferson. .  .  . 
Port  W  ashington . 

Potsdam  

Pulaski  

Randolph  


Ravena .  .  . 
Red  Hook. 
Redwood .  . 
Remsen .  . 
Rhinebeck. 


Rockville  Center. 

Roslyn  

Roxbury  

Russell  

Rye  


Cost  of  Improvements 


Total 


$2S  coo 


Total 


$J2  OtX 


$63 


1906-7 


Total 


1907-8 


Total 


S79  800 


23  000 


"5 


1 908-9 


Total 


$18  000 


$90 

So 


Sag  Harbor.  . 
St  Johns ville. 

Salem  

Sandy  Creek. 
Saugerties .  .  . 


Sanquoit  

Scarsdale  

Schenevus . . .  . 
Schroon  Lake . 
Scio  


Scotia  

Sea  Cliff  

Setauket  

Sharon  Springs. 
Sherman  


S160  100 


$200 


65  000 
12  000 


108 
75 


104 


24  000 


Silver  Springs  

Skaneateles  

Sban  

Smithtown  Branch . 
South  Xew  Berlin .  . 


Southampton . 

Spencer  

Spencerport .  . 
Spring  Valley. 
Springville. . . . 


Springwater . 
Stamford .  . . . 
Stockton .  .  .  . 

Suffern  

Tan  aers ville . 


5  000 


33 


26  68n 


18  000 
80  000 


60 
133 


6  000 


40 


5  000 


26  000 


80 


Truxton.  . 
Tuckahoe . 


Tuppcr  Lake. 
Tu.xcdo  Park. 
Varysburg .  .  . 


Victor  

Walden  

Wappingers  Falls. 

Waterville  

Wayland  


I  soo 


SO 


36  000 


35  ooL 
25  000 


210 

104 


Weedsport  

Wells  

Wellsburg  

Wcllsville  

West  Carthage. 


West  Chazy  

Westbury  

Wcsthampton  Beach. 

Windham  

Woodmcre  

Wyoming  


4  000 

5  000 


SO 


8n 


10  371 


65 


25  000 
18  000 


40  000 


40  380 


83 
3J 


134 


SCHOOL   BUILDINGS  AND  GROUNDS  42I 


New  and  remodeled  buildings  —  (Continued) 

Figures  in  italics  are  for  remodeled  buildings 


Cost  of  Improvements 

1909-10 

191 1-12 

1912-13 

I9I3-I4 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

Af  ton . . 

Alden  . 

$24  500 

$82 

Alfred  

$ig  000 

AUentown     ...      .     , , 

Andes  

Angola .  .  .... 

39  000 

5  400 

2  23 
18 

S7G  000 
IS  000 

$86 
75 

Arkport  

Aiisable  Forks  

20  000 

Babylon  

40  000 

125 

Baldwin  

Baldwinsville   

30  860 

77 

$55  000 

S 138 

Bath  

Belfast  

.$40  000 

$107 

14  000 

65 

Big  Flats  

Blasdell  

35  000 

103 

Boon  villa  

52  000 

51 

8  000 

Briarcliff  Manor  

50  000 

Bridgehampton . . . . 

Broadalbin  

2  500 

Brocton  

Bronxville  

26  000 

143 

Brookfield  

Brown  ville  

20  000 

154 

Buchanan  

26  000 

104 

Cambridge  

20  000 

285 

Camillus  

40  000 

80 

Canaseraga  

Canastota  

15  000 
30  000 

60 

86 

13  613 

Candor  

Canisteo  

30  000 

83 

Cape  Vincent 

Carmel  

8  000 

3S 

25  000 

100 

20  600 

82 

Charlotte  

33  000 

147 

7  000 

56 

Clayton  

Clifton  Spa  

//  JOO 

Cobleskill  

80  000 

200 

17  000 

IIJ 

Corfu  

Cornwall  

Croton-on-Hudson  

Cuba  

40  000 

107 

20  000 

100 

422 


THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 


New  and  remodeled  buildings  —  (Continued) 

Figures  in  italics  are  for  remodeled  buildings 


Cost  of  Improvements 


Total 


Total 


Total 


igi2-i3 


Total 


I')i3-i4 


Total 


Dansville.  . 
Davenport . 


Dele  van. 
Depew .  . 


DeRuyter.  .  . 
Dobbs  Ferry . 
Dolgeville .  .  . 


Dover  Plains . . . . 

Downsville  

Dryden  

Earlville  

East  Bloomfield . 


East  Hampton .  . 
East  Pembroke. . 
East  Rochester .  . 
East  Springfield . 
East  Syracuse .  .  . 


East  Worcester. . 

Eastport  

Eden  

EUenburg  Depot . 
EUenville  


EUicottville  

Ellington  

Elmira  Heights. 
Evans  Mills. . . . 
Falconer  


Farmingdale . 
Felts  Mills  . . 
Forestport . . . 
Fort  Ann  ... 
Fort  Edward 


Fort  Plain  .  .  . 
Frankfort .  .  . 
Franklinville. 
Freedom .... 
Gainesville .  . 


Gilbertsville .  . 
Good  Ground . 

Goshen  

Gouvemeur. . . 
Granville  


Great  Neck .... 

Greenville  

Greenwich  

Griffin  Comers. 
Hailesboro  

Hamburg  

Hammond  

Hammondsport . 

Hannibal  

Harrison  


$37  000 


$Q2 


f 4  000 


$40 


3  415 
3  415 


$85  000 


$212 


5  000 


5  470 


34 


$26  500 


$106 


30  000 


109 


30  000 


8  000 


53 


14  000 


$35  000 


$100 


60  000 


66 


176 


10  000 

g  000 


26  000 


103  000 


104 


206 


60  000 

5  000 


86 
62 


4  000 


8s  000 

S  000 


40 


242 

3S 


66 


Harrisville . 
Hartford .  . 
Hastings .  . 
lieinlork.  . 
Heuvelton . 


Hicksville . 
Highland . 
Hilton ... 
Hinsdale.  . 
Holland.  . 


/  300 


55  000 
IS  650 


14  000 


5  000 


58 


25 


4  000 


so 


SCHOOL   BUILDINGS    AND  GROUNDS 


New  and  remodeled  buildings  —  {Continued) 

Figures  in  italics  are  for  remodeled  buildings 


Cost  of  Improvements 

1909-10 

1910-H 

1911-12 

1912-13 

IQ13-14 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

$13  000 

S104 

$180  000 

$198 

$40  000 

S114 

SI  000 

102 

20  000 

133 

$1  000 

$20 

$54  000 

$90 

60  000 

107 

16  000 

91 

37  000 

132 

T 

30  000 

100 

J  800 

jS 

10  000 

62 

3  500 
75  000 

28 
ISO 

I  334 

64 

13  67s 

8S 

4  000 
40  000 

21 
114 

7  600 
48  000 

2Q 

I7S 

_ 

65  000 

162 

2J  000 

66 

25  000 

62 

II  000 

92 

XT  TIT  a_i  i_ 

6  000 

46 

10  000 

100 

Newfield  

23  000 

77 

North  Cohocton  and  Atlanta 

0  000 

60 

Old  Forge  

31  000 

155 

12  000 

44 

Otisville  

34  298 

107 

Oyster  Bay  

45  000 

140 

25  000 

88 

Patterson  

20  000 

III 

Pavilion  

8jo 

P 

60  000 

150 

Penfield  

424 


THE   UNIVERSITY  OF  THE   STATE  OF  NEW  YORK 


New  and  remodeled  buildings  —  {Continued) 

Figures  in  italics  are  for  remodeled  buildings 


Philmont .  .  .  . 

Pike  

Pine  Plains .  . 
Pittsford  .  .  .  . 
Pleasantville . 


Cost  of  Improvements 


Total 


Total 


Total 


Total 


Total 


Port  Jefferson  .  .  .  . 
Port  Washington . 

Potsdam  

Pulaski  

Randolph  


Ravena  .  . 
Red  Hook . 
Redwood .  . 
Remsen .  .  . 
Rhinebeck. 


$8  666 


$43 


$8  000 


$40 


$8 1  ooo 
8o  000 


$101 


133 


J2 


Rockville  Center. 
Roslyn  


Roxbury . 
Russell.  . 
Rye  


Sag  Harbor.  . 
St  Johnsville. 

Salem  

Sandy  Creek. 
Saugerties .  .  . 


Sauquoit  

Scarsdale  

Schenevus . . . . 
Schroon  Lake . 
Scio  


6g 


40  000 


IS4 


$5  900 
21  7S0 
1 8  000 
40  000 


l74 
136 
80 
133 


10  320 


91 


S25  000 


$111 


Scotia  

Sea  Cliff  

Setauket ...... 

Sharon  Springs. 
Sherman  


Silver  Springs. 
Skaneateles .  .  . 
Sloan  


Smithtown  Branch. 
South  New  Berlin . 


Southampton . 

Spencer  

Spencerport . . . 
Spring  Valley. 
Springville. . .  . 


Springwater . 
Stamford  .  .  . 
Stockton .  .  .  . 

Suffem  

Tannersville . 


6s  000 
33  000 


100 
82 


40  000 


4S  000 


82 


13  600 


40  000 
32  000 


133 
128 


47 


142  000 


179 


S  Soo 


1 1  236 


Truxton  

Tuckahoe .  . 
Tupper  Lake. 
Tuxedo  Park. 
Varysburg .  ,  . 


Victor  

Walden  

Wappingers  Palls. 

VVaterville  

Wayland  

Weedsport  

Wells  


60  000 


143 


4  000 


'7 


83 


18  000 
40  000 


112 
133 


33 


SCHOOL   BUILDINGS  AND  GROUNDS 


New  and  remodeled  buildings — (Concluded) 

Figures  in  italics  are  for  remodeled  buildings 


Cost  of  Improvements 

1909-10 

1910-1 I 

I9II-I2 

1912-13 

1913-14 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

Total 

Per  pupil 

WellsviUe  

$22  000 
80  000 

$55 
160 

West  Chazy  

(5  JO 

4 

|i8  000 
9  000 

S129 
45 

Wyoming  

IS  OOO 

100 

426 


THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

New  and  remodeled  buildings,  1904-14 


Number  of  New 

Buildings 

Number  of  Buildings  Remodeled 

5.'-5 

Regis- 
tration, 
1914 

a  3 
«u  ^ 

1/5 

1 

0 
o 

1 

in 

0\ 

00 

1 

Ot 

1 

00 
0 

0. 

0 
1 

6. 
0 
0. 

1 

0 

Ov 

M 

1 

3i 

T 

1 

ro 

1 

» 

1 

Mb 
0 

00 

1 

Ot 

1 

00 
Oi 

0 
1 

M 

1 

0 

s 

1 

Oi 

1 

o> 

1 

Per  cent  ol 
approved 

20S 
469 
191 

102 

I 

32 
IS7 
132 
242 

220 

Alfred  

I 

190 

Allentown  

I 

95 

91 
248 
399 

222 

I 

I 

113 
119 
396 
MS 

118 

I 

I 

I 

138 

304 
601 

I 

I 

S3 
S8 
28 

Baldwin  

I 

617 
713 
806 

I 

I 

SO 

152 
73 
26 

Barker  

I 

263 
719 
764 
235 
177 

Bath  

I 

Bay  Shore  

I 

Belfast  

I 

160 

Berlin  

1 

121 

Big  Flats  

I 

162 

62 

Blasdell  

I 

234 
318 
421 

375 

145 
IS7 
lOI 

Bolivar  

I 

I 

I 

107 

ISI 
92 
35 

144 
40 

'56 
172 
33 
67 
19 

222 

I 

166 

I 

153 
230 

222 

I 

I 

I 

3IS 

275 
116 

1 

I 

I 

391 
373 
373 

225 

I 

I 

14s 
876 

IS6 
47 

I 

I 

I 

198 
StO 

627 

177 
72 

Canton  

I 

40 
4S 

121 

I 

222 

I 

174 

Carthage  .        .  . 

I 

612 

25 

127 

I 

197 

I 

186 

134 

S3 
1 10 

Charlotte  

I 

380 

I 

204 
281 

I 

149 
118 

I 

106 

I 

215 

116 

I 

411 

127 

I 

296 

34 

I 

450 

III 

I 

535 

75 

I 

SOS 

129 

Copenhagen  

I 

139 

to8 

Corfu  

1 

1 06 

36 
58 

2 

690 

I 

440 

114 

I 

S2S 

57 
ICQ 

Cuba  

I 

377 

190 

105 

I 

455 

88 

I 

89 

112 

New 


SCHOOL  BUILDINGS  AND  GROUNDS 
and  remodeled  buildings,  1904-14 — (Continued) 


427 


Dele  van  

Depew  

DeRuyter. . . . 
Dobbs  Ferry. 
Dolgeville . . . . 


Dover  Plains. . . 

Downsville  

Dryden  

Earlville  

East  Bloorafield . 


East  Hampton .  . 
East  Pembroke. 
East  Rochester . 
East  Springfield . 
East  Syracuse .  . 


East  Worcester .  . 

Eastport  

Eden  

Ellenburg  Depot. 
EUenville  


EUicottville .  .  .  . 

Ellington  

Elmira  Heights. 
Evans  Mills. .  . . 
Falconer  


Farmingdale . 
Felts  Mills.  .  . 
Forestport .  .  . 
Fort  Ann .  .  .  . 
Fort  Edward. 


Fort  Plain .  .  . 
Frankfort.  .  .  . 
Franklinville . 

Freedom  

Gainesville. .  . 


Gilbertsville. . 
Good  Ground . 

Goshen  

Gouvemeur .  . 
Granville .... 


Great  Neck .  .  .  , 

Greenville  

Greenwich  

Griffin  Corners . 
Hailesboro  


Hamburg  

Hammond  

Hammondsport . 

Hannibal  

Harrison  


Harrisville .  . 

Hartford  

Hastings. . .  . 
Hemlock. . . . 
Heuvelton .  . 

Hicksville. . . 
Highland .  .  . 

Hilton  

Hinsdale. .  .  . 
Holland  

HoUey  

Homer  

Honeoye. . .  . 
Horseheads . 
Hyde  Park. 


N'uMBER  OF  New  Buildings 


Number  of  Buildings  Remodeled 


Regis- 
tration, 
1914 


Tft-3 

104 

650 

172 

172 

87 

532 

90 

618 

24 

I  5 

210 

237 

loi 

180 

139 

134 

288 

104 

5 '  7 

31 

173 

35 

779 

92 

115 

886 

1 7 

216 

123 

1 95 

231 

130 

1 73 

767 

262 

70 

I  10 

136 

604 

29 

137 

128 

689 

30 

393 

09 

117 

128 

112 

107 

841 

18 

468 

13 

854 

47 

451 

67 

52 

1 10 

140 

214 

140 

X43 

498 

68 

1 351 

SO 

845 

30 

572 

87 

121 

165 

SIO 

118 

206 

97 

69 

130 

593 

135 

162 

93 

300 

100 

ISS 

65 

670 

90 

288 

104 

103 

121 

643 

106 

H7 

188 

129 

116 

438 

55 

374 

86 

205 

39 

76 

131 

179 

112 

504 

57 

496 

40 

1 1 1 

113 

483 

52 

206 

97 

aT3 

3.-= 
0.3 


428 


THE 

New 


UNIVERSITY  OF  THE   STATE  OF   NEW  YORK 

and  remodeled  buildings,  1904-14  —  {Continued) 


Indian  Lake. 
Irvinj^ton .  .  . 
Katonah .... 
Kendall  ... 
Kenmore .  .  . 


Kenwood ... 
Leonardsville . 
Lewiston .... 

Liberty  

Lindenhurst. . 


Little  Valley. 

Lodi  

Long  Eddy. . 

Luzerne  

Lynbrook.  .  .  . 


Lyndon ville.  . 

Machias  

Mahopac .  .  .  . 
Mamaroneck . 
Manlius  


Mannsville. .  . 
Margaretville . 
Marlboro .... 

Massena  

Meridian .... 


Middleport . 
Middle  viUe. 
Mill  brook. . 
Mineola .  .  . 
Minetto .  .  . 


Minoa  

Monroe  

Montgomery . 
Monticello .  . . 
Mooers  


Mount  Kisco. . .  . 

Naples  

New  Berlin  

New  Lebanon .  .  . 
New  Woodstock. 


Newcomb  

Newfield  

Nichols  

North  Cohocton  and  Atlanta  . 
Northville  


Oceanside  

Odessa  

Old  Forge  

Orient  

Oriskany  

Oswegatchie .  .  . 

OtisviUe  

Oyster  Bay .  .  .  . 
Painted  Post .  . . 
Palmyra  

Patterson  

Pavilion  

Pelham  Manor. 

Penfield  

Perry  

Philmont  

Pike  

Pine  Plains  

Pittsford  

Plcasantville .  .  . 


Number  of  New  Buildings 


Number  of  Buildings  Remodeled 


Regis- 
tration. 
1914 


SCHOOL  BUILDINGS  AND  GROUNDS 


429 


New  and  remodeled  buildings,  1904-14  —  (Continued) 


Number  of  New  Buildings 

Number  of  Buildings  Rbmodei-ed 

0 

0. 

10 

0 
0 

1 

0 
0 
a 

°? 

0 

a. 

T 
00 
0 

o> 

0 

1 

0 
0 
» 

T 
0 

N 

T 

a 

1 

T 

1 

0 

Ov 

"? 

»o 

0 
0 

1 

0 
0 

°? 

0 
0 

1 

00 
0 

0- 

0 

7 
0 
0 

o> 

M 

1 

j 

T 

1 

Port  Jefferson  

I 

Port  Washington  

I 

Potsdam  

I 

I 

Randolph  

I 

Ravena  

I 

Red  Hook  

I 

Redwood  

I 

Remsen  

I 

Rhinebeck  ,  

I 

Rockville  Center  

I 

Roxbury  

I 
1 

Rye  

1 

Sag  Harbor  

I 

Salem  

I 

Sandy  Creek  

I 

Saugerties  

I 
I 

Scarsdale  

I 

I 

I 

Schroon  Lake  

I 

Scio  

I 

Scotia  ■  

1 

Sea  Cliff  

I 

I 

I 

I 

Skaneateles  

I 

2 

Smithtown  Branch  

I 

1 

Southampton  

I 

I 

I 

Spring  Valley  

1 

Springville  

I 

1 

I 

I 

1 

1 

I 

] 

1 

1 

I 

I 

I 

I 

I 

I 

1 

I 

I 

I 

Wells  

I 
1 

Wellsville  

2 

West  Carthage  

I 

I 

Westhanipton  Beach  

I 

I 

Windham  

I 

Regis- 
tration, 
1914 


.i45 
1126 
228 
400 

J20 

366 
203 
152 
106 

353 

947 
608 
126 
107 
712 

620 
471 
230 
293 
634 

153 
227 
170 
60 
109 

922 
467 
250 
129 
263 

224 
512 
S03 
205 
too 

729 
199 

285 
931 
551 

79 
273 

83 
5S7 
214 

95 
565 
864 
422 

52 

341 
840 
418 
360 
298 

325 
1 1 1 
106 
925 
320 

139 
474 
256 
147 
402 
117 


430  THE   UNIVERSITY  OF  THE   STATE   OF   NEW  YORK 


Summaries 


CITIES  OR  VILLAGES 

Total 
number 

of  new 
build- 
ings 

Total 
number 

of  re- 
modeled 

build- 
ings 

Total 
number 
of  new 
and  re- 
modeled 
buildings 

Capacity 
OF  Buildings 

Cost  of  B  jilkin 

New 

Re- 
modeled 

Total 

New 

Remodeled 

Total 
SSq  Sl7  604 

a  In  cities  of  the  first  and 
second  classes  

444 
138 

444 

6340  906 

In  cities  of  third  class  and 
villages  of  sooo  or  more. . 

In  villages  less  than  5000 .  . 

69 

207 

62  006 

21  450 

83  456 

$9  052  704 

Si  919  202 

$10  971  9o5 

192 

92 

284 

57  099 

19  346 

76  445 

$6  283  522 

$1  042  324 

$7  325  846 

$3  20::  7S3 

Grand  total  

774 

161 

935 

119  105 

40  796 

500  807 

$15  336  226 

$2  961  526 

SlII   31S  229 

a  Data  not  available  where  omitted.       b  Buffalo  omitted. 


Pupils  Accommodated,  by  Years 


CITIES  OR  VILLAGES 

1004-5 

1 90.1-6 

1906-7 

1907-8 

190S-0 

New 

Remodeled 

Total 

j  New 

Remodeled 

1 

Total 

New 

Remodeled 

Total 

New 

Remodeled 

Total 

New 

E 
Pi 

Total 

In  cities  of  the  first  and 

In  cities  of  third  class  and 
villages  of  Sooo  or  more 

In  villages  less  than  sooo .  . 

7  820 

3  863 

I  718 

S  S8i 

3  4S6 

2  120 

5  576 

7  300 

S20 

7  597 

2  480 

10  077 

5  500 

I  474 

6  974 

5  440 

I  373 

6  813 

2  802 

I  490 

4  292 

6  570 

2  245 

8  8:5 

4  32s 

I  992 

6  317 

7  491 

2  120 

9  611 

Grand  total  

0  303 

3  091 

12  304 

6  2.58 

3  610 

9  868 

13  870 

2  765 

16  63s 

II  922 

4  47-' 

16  394 

I  2  091 

3  594 

16  5S5 

Pupils  Accommodated,  by  Years 


CITIES  OR 
VILLAGES 

1909-10 

lyio-i I 

1 9 1 1  - 1 2 

1912-13 

1913-14 

New 

Remodeled 

Total 

Remodeled 

Total 

New 

■a 

c 
E 

ai 

Total 

New 

Remodeled 

,1 

Z 

V 

•c 

c 

E 

ZJ 

Oi 

0 

[n  cities  of  the  first  and 

[n  cities  of  third  class 
and  villages  of  sooo  or 

[n  villages  less  than  5000 

6  608 

3  482 
I  827 

10  092 

5  995 

3  601 

9  596 

2  665 

I  920 

4  585 

10  756 

I  970 

12  726 
7  568 

8  266 

1  i6s 

10  43t 

4  308 

6  I3S 

7  555 

66s 

8  220 

3  830 

3  010 

6  840 

7  133 

435 

8  760 

3  554 

12  314 

10  916 

5  309 

16  227 

13  550 

4  266 

17  816 

6  40s 

4  930 

II  425 

17  889 

i  405 

20  294 

17  02t> 

5  7IQ 

22  745 

SCHOOL   BUILDINGS  AND  (JROUNDS 
Summaries  —  {Continued) 


Cost  of  Improvements,  by  Years 


CITIES  OR  VILLAGES 

1904-S 

1905-6 

1906-7 

New 

Remod- 
eled 

Total 

New 

Remod- 
eled 

Total 

New 

Remod- 
eled 

Total 

In  cities  of  the  first  and  sec- 
ond classes  

Si-  903  363 

$13  346  284 

$13  803  378 

In  cities  of  third  class  and 
villages  of  sooo  or  more. .  . 

In  villages  less  than  5000. . . . 

In  rural  districts  

$396  902 

$136  721 

«S33  623 

S510  583 

$140  787 

$6si  370 

$545  819 

$49  722 

$595  541 

$406  490 

$45  500 

$451  990 

$376  000 

$68  839 

$444  839 

$674  385 

$125  368 

$799  753 

Si  10  764 

$145  128 

$184  799 

Grand  total  

$803  392 

S182  221 

S18  999  740 

S886  583 

S209  626 

S14  587  621 

Si  220  204 

Si 75  090 

$15  383  471 

Cost  of  Improvements,  by  Years 


CITIES  OR  VILLAGES 

1907-8 

1908-9 

1909-10 

New 

Remod- 
eled 

Total 

New 

Remod- 
eled 

Total 

New 

Remod- 
eled 

Total 

In  cities  of  the  first  and 
second  classes  

Sio  392  704 

$5  248  349 

$1  860  722 

In  cities  of  third  class  and 
villages  of  5000  or  more. 

$932  730 

$273  079 

$1  205  809 

S803  428 

$215  187 

$1  018  615 

$933  988 

$282  427 

$1  216  415 

In  villages  less  than  5000 .  . 

S476  300 

S137  070 

$613  370 

$702  292 

$128  000 

$830  292 

$489  266 

$92  000 

S581  266 

In  rural  districts  

$220  607 

$302  747 

S318  188 

Grand  total  

$1  409  030 

$410  149 

Si 2  432  490 

$1505720 

$343  187 

$7  400  003 

Si  423  254 

$374  427 

$3  976  591 

Cost  of  Improvemexts,  by  Years 


CITIES  OR  VILLAGES 

1910-1 I 

igi i-i 2 

1912-13 

New 

Remod- 
eled 

Total 

New 

Remod- 
eled 

Total 

New 

Remod- 
eled 

Total 

In  cities  of  the  first  and  see- 

$7  363  424 

$5  091  398 

$8  410  980 

In  cities  of  third  class  and 
villages  of  5000  or  more. .  . 

In  villages  less  than  5000. . . . 

$790  576 

S226  896 

$1  017  472 

$348  221 

$199  739 

$547  960 

S2  044  165 

$186  380 

$2  230  545 

$774  150 

$63  950 

$838  100 

$358  236 

$199  330 

$557  566 

$714  245 

$85  083 

$799  328 

$214  558 

$315  926 

S682  540 

Grand  total  

$1  564  726 

$290  846 

$9  433  554 

$706  457 

$399  069 

$6  512  850 

$2  758  410 

$271  463 

$12  123  393 

432  THE   UNIVERSITY  OF  THE   STATE   OF  NEW  YORK 

Summaries  —  (Concluded) 


Cosr  OF  Improvements.  • 
BY  Years 

Nlmber  of 

Buildings,  per  Year 

1904- 

5 

1905-6 

1906- 

i<;07-8 

CITIES  OR  VILLAGES 

New 

Remod- 
eled 

Total 

New 

•0 

73 

0 

6 
PS 

Total 

New 

Remodeled 

Total 

New 

Remodeled 

Total 

New 

■c 

J> 

"3 
•a 

0 

e 

Total 

In  cities  of  the  first  and  second 

$1  029  645 

75 

75 

58 

58 

59 

59 

44 

44 

In  cities  of  third  class  and  villages 
of  5000  or  more  

$1 

669  792 

$208  264 

$1  878  056 

10 

7 

1 7 

c. 

16 

20 

1 

21 

15 

6 

21 

In  villages  less  than  5000  

Ji  088  658 

$134  684 

$1  223  342 

24 

10 

34 

11 

6 

17 

20 

10 

30 

20 

9 

29 

In  rural  districts  

$707  S2fc 

38 

38 

4 

41 

40 

40 

56 

S6 

Grand  total  

$2 

758  450 

$342  94!* 

$A  838  si'Q 

14 

I- 

164 

IT 

I ; 

13 

l,i< 

1 1 

150 

13^ 

15 

ISO 

Number  of  Buildings,  per  Year 


CITIES  OR  VILLAGES 

1908-0 

I  (;oy- 1 0 

1 010- 1 1 

191  I -I  2 

1012-13 

'013-1  1 

•a 

■u 

jj 

•0 

New 

Remode 

Total 

New 

'aj 

■a 

0 
S 

Total 

New 

Remode 

Total 

New 

Remode 

Total 

1  New 

% 
1 

Total 

New 

j  Remode 

■3 
0 
H 

In  cities  of  the  first  and  second  classes 

32 

32 

25 

25 

34 

34 

25 

25 

40 

40 

S 

52 

In  cities  of  third  class  and  villages 
of  sooo  or  more  

13 
25 

4 

17 

13 
16 

14 

6 

2 

16 

II 

29 
25 

( 

13 
24 

19 
22 

6 

25 

It 

5 

21 

In  villages  less  than  5000  

32 

22 

20 

5 

1 1 

13 

5 

27 

28 

15 

43 

In  rural  districts  

S3 
12 

S3 

13  ' 

29 

8 

21, 
10 

46 
131 

64 
10 

64 
12' 

116 

116 

133 

133 

249 

Grand  total  

2 

i( 

I 

11)7 

I  ! 

208 

.0 

Some  touches  of  Nature  around  an  old-time  wayside  schoollioiisL,  in  a  ricli^ 
prosperous  district  of  the  Mohawk  Valley 


INDEX 


Adirondack  country  school,  no 

Afton  High  School,  121 

Alabama,  district  8,  72 

Albany,  school  14,  234;  detail,  329 

Albany  High  School,  263;  details,  331 

Alfred,  grade  building,  106 

Alfred  Station,  77 

Angelica,  Wilsonian  High  School,  156 

Architect,  choice  of,  18 

Arkport  Union  School,  114 

Assembly  rooms,  pictures,  338 

Athletic  fields,  pictures,  265 

Auburn,  Seward  School,  142;  heating  and 

ventilating  system,  292 
Auditoriums,  41;  pictures,  339 
Ausable  Forks  High  School,  laboratory,  304 

Ballston  Spa,  elementary  school,  148 
Balmville,  garden,  278 
Barrytown,  garden,  280 
Batavia,  garden  of  district  near,  280 
Batavia,  district  6,  grounds,  273 
Baths  and  swimming  tanks,  pictures,  322 
Bedford,  district  11,  69;  district  3,  75;  dis- 
trict 2,  79;  district  5,  93;  district  6,  96 
Bibliography,  375 

Binghamton    High    School,    230;  interior 

views,  303 
Blackboards,  48;  pictures,  361 
Boonville  High   School,    178;  coat  closet, 

347  _ 

Briarcliff  Manor,  BriarclifF  Union  School, 

166;  vent  flue,  288;  grade  room,  345 
Brighton,  district  7,  97;  toilet,  355 
Bronx,  Crotona  Park,  athletic  field,  275 
Brooklyn,  Commercial  High  School,  lunch 
room,  351 

Brooklyn,  a  grammar  school,  corridor,  337 


Brooklyn,  Erasmus  Hall  High  School,  262; 
mantelpiece,   302;   recitation    room  and 
laboratory,  306;  laboratory,  307;  corridor, 
337;  auditorium,  341;  library,  344;  clerical 
assistant's  office,  349 
Brooklyn,  public  school  167,  248;  cooking 
room,  312;  wood  shop,  314;  gymnasium, 
321;  shower  baths,  324;  stairway,  334; 
grade  science  room,  345;  coat  closet,  348; 
medical   examiners   room,   349;  kinder- 
garten, 350;  teachers'  rest  room,  352 
Brown ville-Glen  Park  High  School,  112 
BulFalo,  grammar  school  drill,  277 
Buffalo,  school  17,  a  pleasing  corner,  367 
Buffalo,  school  23,  open-air  room,  353;  wash 
room,  354 

Buffalo,  school  56,  244;  sewing  room,  311; 
baths  and  swimming  pool,  322;  coat  closet, 
347 

Buffalo,  Technical  High  School,  260 
Buildings,  law,  9;  summary  of  regulations 
governing  approval  of  plans,  11;  location, 
18;  orientation,  18;  cost,  19;  height,  19; 
statistics  of  construction,  395; 

pictures  and  plans:  buildings  not  larger 
than  eight-room  type,  67;  for  elementary 
and  academic  work  in  smaller  villages, 
III;  in  larger  villages  and  cities  of  third 
class,  125;  combination  buildings  for  ele- 
mentary and  academic  work,  151;  high 
school,  203;  elementary,  technical  and 
high  school  buildings  in  cities  of  first  and 
second  classes,  233 

Canandaigua,  district  9,  70;  grounds,  267, 

282;  grade  room,  346 
Canandaigua  Academy,  218;  grounds,  270; 

fire  protection,  359 


43: 


436 


INDHX 


Camlllus,  92 

Canaan  Pour  Corners  School, 
Candor  High  School,  153 
Canton  High  School,  155 
Capron,  86 

Carlton,  district  14,  82 

Chairs,  pictures,  361 

Chatham  Center  School,  95 

Chatham  High  School,  196;  grounds,  272; 

library,  343 
Chautauqua  High  School,  117 
Cleaning,  54;  pictures,  360 
Clinton  Heights  School,  97 
Cloakrooms,  37;  pictures,  347 
Coal  consumption  chart,  30 
Cobleskill  High  School,  124 
Commercial  rooms,  40;  pictures,  318 
Cooking  rooms,  pictures,  312 
Cooperstown  High  School,  172 
Corinth,  a  grade  school,  98 
Corinth,  heating  and  ventilating  system,  291 
Corning,  North  Side  High  School,  202 
Corridors,  36;  pictures,  333 
Cortland,  district  12,  74 
Cortland,  Pomeroy  School,  loi 
Cortland,  school  6,  heating  and  ventilating 

system,  288 
Cuba  High  School,  162 

Darien,  district  14,  72 

Decoration,  50;  pictures,  365 

Deposit  High  School,  124 

De  Ruyter  High  School,  123 

DeWitt  Clinton  High  School,  New  York, 
entrance,  326;  mural  paintings,  332;  cor- 
ridor, 335;  auditorium,  341 

DeWitt  Clinton  Park  garden.  New  York,  28 1 

Drawing  rooms,  43;  pictures,  319 

Drinking  tacilities,  37;  pictures,  362 

Drum  Hill  High  School,  Peekskill,  190; 
laboratory,  306;  cooking  room,  313;  baths, 
323;  staircase,  335;  toilet,  356 

Dryden  High  School,  122 

Dunkirk  High  School  grounds,  274;  labora- 
tories, 305,  306;  cooking  room,  312;  gym- 
nasium, 320 


East  Bloomtield  High  School,  160;  grounds, 
283;  engine  room  and  water  system,  288; 
assembly  room, 338;  teachers'  rest  room. 3 52 
East  Coldenham,  70 
East  Schuyler,  district  3,  grounds,  273 
East  Worcester  Union  School,  123 
Egypt,  town  of,  district  school,  grade  room, 
34^' 

Elementary  schools,  pictures  and  pi  ins,  67; 
in  larger  villages  and  cities  of  third  class, 
125;  combination  buildings  for  elementary 
and  academic  work,  151;  in  cities  of  first 
and  second  classes,  233 

Elllicott,  district  10,  69 

Ellsworth  School,  Poughkeepsie,  140;  audi- 
torium, 339;  coat  closet,  347;  toilet,  356 
Elmira  Free  Academy,  220 
Elsmere,  77 

Entrances,  36;  pictures,  326 

Erasmus  Hall,  the  old,  261 

Erasmus  Hall  High  School,  Brooklyn.  262; 
mantelpiece,  302;  recitation  room  and 
laboratory,  306;  laboratory,  307;  corr  dor, 
337;  auditorium,  341,  library,  344;  clerical 
assistant's  office.  349 

Fairmont,  district  3.  92 

Fairview  Garden,  ^  onkers,  279 

Falconer    High    School,    laboratory,  304; 

auditorium,  340 
Fenimore,  district  9,  71 
Fire  protection,  12,  23;  pictures.  357 
Floors,  47 

Franklinville,  Ten  Broeck  Free  Academy,  147 
Fredonia  State  Normal  School,  library,  343 

Gardens,  to;  pictures,  265;  under  auspices 

of  Woman's  Club  of  Albany,  pictures,  371 
Garrison-on-Hudson,  87 
Glen  Cove,  an  elementary  school,  138 
Glen  Cove  High  School,  grounds,  270;  fire 

protection,  359 
Cilens  Falls,  a  grade  school,  loi 
(liens  Falls  High  School,  204;  cooking  room, 

313;  wood  shop,  315;  drawing  room,  319; 

section  of  corridor,  367 


INDEX 


437 


Cllciiville,   district   I2,   76;   district   3,  S6; 

district  10,  89 
Gloversville    High    School,    216;  drawing 

room,  319;  auditorium,  340 
Goshen  High  School,  16S 
Gouverneur  High  School,  231 
Grade  rooms,  pictures,  345 
Greece,  district  6,  S3;  district  15,  96,  33S; 

district  i,  14S 
Greenwich  High  School,  154 
Griffith  Institute,  Springville,  180 
(Grounds,  57;  pictures,  265;  improvement, 

384;  suggested  arrangement  for  a  district 

school,  286 

Gymnasiums,  pictures,  320;  outdoor  gym- 
nasium, 277 

Hamburg,  district  7,  80 
Hamdton,  district  3,  8:5 

Harrison,  district  2,  grounds,  266;  district  i, 

grounds,  267 
Hawthorne  Union  School,  103 
Heating,  14,  28;  plants,  pictures,  287 
Hempstead,  elementary  school,  149 
Herkimer,  Steuben  Street  School,  105 
Herkimer  High  School,  231 
High   schools,   types  of  construction,  21; 

buildings,    pictures   and    plans,   203;  in 

cities  of  first  and  second  classes,  233 
Hilburn  Union  School,  108;  baths,  324 
Hinsdale  Union  School,  115 
Hornell,    Washington    School,    12S;  wood 

shop,  314 

Hudson  Falls  public  schools,  grounds,  269 
Humidity,  14,  33 

Huntington  High  School,  174;  commercial 
room,  318 

Ilion  High  School,  198 
Inwood  High  School,  Lawrence,  202 
Irvington-on-Hudson,  High  School,  194 
Ithaca  High  School,  222 

Jamestown,  school  5,  heating  and  ventilat- 
ing system,  294 
Jamestown,  school  6,  132;  stairway,  333 


Janitor  service,  54;  pictures,  360 
Johnstown  High  School,  20S;  science  lecture 

hall,  308;  commercial  room,  31S;  vacuum 

cleaning,  360 

Keene  Valley,  87 
Kindergartens,  pictures,  350 
Kingston  High  School,  228 

Laboratories,  40;  pictures,  301;  diagrams, 

309,  3  10 
Lansingburg,  grade  library,  343 
Lansingburg  Academy,  the  old,  214 
Lansingburg  High  School,  North  Trov,  214; 

hood  for  carrying  off  fumes,  laboratory, 

307;  science  lecture  hall,  308;  drawing 

room,  319;  corridors  and  stairway,  334; 

teachers'  rest  room,  352;  fire  protection, 

357,  358;  study  hall,  365 
Lantern  outfits  and  screens,  pictures,  368 
La  Salle,  district  5,  81 
Law  relating  to  school  buildings,  9 
Lawrence  (Inwood)  High  School,  202 
LeRoy   High   School,    186;   grounds,  285; 

stairway  and  corridors,  335 
Libraries,  39;  pictures,  342 
Lighting,  13,  26 
Long  Lake,  school,  3,  74 
Long  Lake  Branch  School  No.  i,  88 
Lunchrooms,  pictures,  351 
Luzerne  High  School,  158 
Lynbrook  High  School,  201 
Lyndenhurst  Union  School,  201 

Machine  shops,  pictures,  315 
Manhattan,  school  21,  open-air  school,  354 
Manhattan,   school    188,   roof  playground. 
275 

Mattituck  Union  School,  iiS 
Mayflower  School,  New  Rochelle,  134;  stair- 
way, 334;  fire  protection,  358 
Mechanicville  High  School,  230 
Menands  School,  94 

Mohegan  Lake,  84;  a  district  school  library; 
342 

Moreau,  district  9,  71;  grounds,  282 


438 


INDEX 


Monroe  High  School,  170 

Mount  Pleasant,  Pocantico  Hills,  district  3, 

grounds,  268 
Mount  Vernon,  School  of  Industrial  Arts, 

254 

Nature  study,  59;  pictures  of  gardens,  265 

New  Castle,  district  8,  79;  district  8,  grade 
room,  346;  district  7,  91 

New  Hartford,  district  2,  86 

New  Lebanon  Union  School,  123 

New  Rochelle,  Mayflower  School,  134;  stair- 
way, 334;  fire  protection,  358 

New  Rochelle,  Winyah  Avenue  School, 
144 

New  Rochelle  High  School,  229;  roof  play- 
grounds, 277;  grounds,  283 

New  Windsor,  district  i,  98 

New  York,  school  95,  246 

New  York,  school  159,  gymnasium,  320; 
entrance,  327;  detail,  330 

New  York,  school  165,  detail,  330 

New  York,  DeWitt  Clinton  High  School, 
entrance,  326;  mural  paintings,  332;  cor- 
ridor, 335;  auditorium,  341 

New  York,  DeWitt  Clinton  Park  garden, 
281 

New  York,  Stuyvesant  High  School,  258; 
trade  school  laboratories,  316,  317;  de- 
tail, 328 

New  York,  Washington  Irving  High  School, 
256 

New  York,  see  also  Manhattan 

New  York  State  College  for  Teachers, 
Albany,  pictures,  65;  fire  protection,  359; 
McClelland  chair,  361 

Newburgh,  Broadway  School,  136;  audi- 
torium, 340;  toilet,  356 

Newburgh,  district  i,  corridor  and  stair- 
way, 333 

Newburgh,  district  10,  70;  grade  room,  346 
Newfane,  district  10,  84 
Niskayuna,  district  2,  90;  toilet,  355 
North    lonawanda   High   School,  cooking 

room,  312;  wood  shop,  314;  machine  shop, 

315 


Norwood  High  School  groun  ds,  269 

Ogdensburg  Free  Academy,  210 

Olean,  school  10,  137;  assembly  room,  338; 

grade  room,  345;  coat  closet,  348 
Olean  High  School,  wood  working  exhibit, 

315 

Oneida,  North  Side  elementary  school,  127; 
removable  chalk  trough  and  built-in  book- 
case, 360 

Oneida  High  School,  laboratory,  304;  cor- 
ridor and  stairway,  333 

Oneonta  High  School,  184;  heating  and 
ventilating  system,  288;  corridor  and  stair- 
way, 334;  corridor,  336;  corridor,  friezes, 
statues  and  pictures,  366 

Open-air  schools,  pictures,  353 

Orchard  Park,  119 

Ossining  High  School,  206;  laboratory,  306; 

science  lecture  hall,  308;  removable  chalk 

tray,  361;  study  hall,  365 
Owego,  elementary  school,  148;  heating  and 

ventilating  system,  296;  coat  closet,  348; 

kindergarten,  350 
Oyster  Bay,  district  14,  78;  district  i,  100 

Peekskill,  Drum  Hill  High  School.  190; 
laboratory  and  lecture  room  combined, 
306;  cooking  room,  313;  baths,  323;  stair- 
case, 335;  toilet,  356 

Physical  training,  58;  pictures  of  athletic 
fields,  265 

Pictures  and  plans,  67 

Piercefield  Union  School,  113;  drinking 
facilities,  364 

Pierson  High  School,  Sag  Harbor,  188 

Plans,  must  be  approved,  9;  summary  of 
regulations  governing  approval,  11;  pict- 
ures and  plans,  67 

Plattsburg  High  School,  212 

Playgrounds,  58;  pictures,  275 

Pleasantville  High  School,  152 

Plumbing,  46 

Pocantico  Hills,  district  3,  Mount  Pleasant, 

grounds,  268;  playgrounds,  276 
Pomeroy  School,  Cortland,  lOi 


INDEX 


439 


Poolville,  85 

Port  Washington  High  School  grounds,  271 
PoLighkeepsie,  Ellsworth  School,  140;  audi- 
torium, 339;  coat  closet,  347;  toilet,  356 
Poughkeepsie  High  School,  226 

Queens,  school  83,  athletic  field,  275 

Raquette  Lake,  no 
Rhinebeck,  district  3,  grounds,  268 
Rhinebeck,  district  12,  library,  342 
Rhinebeck   High   School,   laboratory,  304; 

cooking  room,  312 
Riverhead,  district  10,  88;  library,  342 
Rochester,  open-air  school,  353 
Rochester,  school  7,  grounds,  271;  attractive 

corner,  366 
Rochester,  school  14,  kindergarten,  350 
Rochester,  school  20,  242;  swimming  pool, 

322;  shower  baths,  323;  auditorium,  340; 

dental  clinic  and  special  classroom,  349; 

fire  protection,  357;  movable  blackboard, 

361;  Moulthrop  chair,  361 
Rochester,  school  23,   243;  teachers'  rest 

room,  352 

Rochester,  school  26,  237;  sewing  rooms,  311; 
gymnasuim,  321;  baths  and  swimming 
pool,  322;  fire  protection,  357 

Rochester,  West  High  School,  263;  com- 
mercial room,  318;  gymnasium,  320; 
lunch  room,  351 

Rome,  elementary  schools,  149 

Rotterdam,  district  14,  102 

Rotterdam  Union  School,  124 

Rural  schools,  pictures  and  plans,  67; 
sketch  for  one  room  rural  school,  73 

Russell  Union  School,  116 

Rye,  playgrounds,  276 

Sag  Harbor,  Pierson  High  School,  188; 
grounds,  274 

Salamanca  High  School,  229;  grounds,  272, 
284;  gymnasium,  321;  corridor  and  stair- 
way, 336 

Sanitation  of  school  buildings,  391 


Saratoga  Springs,  school  4,  130;  heating 
and  ventilating  system,  298;  coat  closet, 
347 

Saugerties  High  School,  182 

Schenectady,  playground  and  outdoor  gym- 
nasium, 277 

Schenevus  High  School,  120 

Schoolroom  decoration,  50;  pictures,  365 

Schuyler  Lake,  heating  and  ventilating 
system,  290 

Seneca  Castle,  83 

Seward  School,  Auburn,  142;  heating  and 

ventilating  system,  292 
Sewmg  rooms,  pictures,  3  1 1 
Shrubbery,  386 

Skaneateles  High  School,  176;  grounds,  284 

Smithtown,  district  6,  93 

Solvay  High  School,  forge  room,  315 

South  Westerlo,  a  district  school  library, 

.  342 

Southampton  High  School,  200 
Southold,  district  3,  77;  district  15,  80 
Special  rooms,  pictures,  32 ^ 
Spnngville,  Grifiith  Institute,  iSo 
Stafford,  district  6,  96 
Stairways,  36;  pictures,  333 
Statistics  of  school   building  construction, 
395 

Stuyvesant  High  School,  New  York,  258; 
trade  school  laboratories,  316,  317;  detail, 
32S 

Suffern  High  School,  164;  assembly  room, 

338;  coat  closet,  348 
Swimming  tanks,  pictures,  322 
Syracuse,  Central  High  School,  laboratory, 

305,  307;  auditorium,  339;  library,  344 
Syracuse,  Delaware  School,  238 
Syracuse,  North  High  School,  250;  science 

lecture  hall,  308 
Syracuse,  Salina  School,  249;  cooking  room, 

313;  wood  shop,  314 

Teachers'  rest  rooms,  pictures,  352 
Technical  schools,  pictures  and  plans,  233 
Temperature,  33 


440 


INDEX 


1  en  Broeck  Free  Academy,  Franklinville,  147 
Toilet  facilities,  44;  pictures,  355 
I'onawanda,  drinking  facilities,  364 
lOnawanda,  district  4,  81;  district  i,  95 
I  rade  school  laboratories,  pictures,  316 
Tribes  Hill,  playground,  276 
Troy,  public  school  i,  240;  grade  library,  342; 

grade  room,  345;  coat  closet,  348 
Troy,  public  school  12,  heating  and  ventilat- 
ing system,  300 
Tuckahoe,  Wilmont  School,  104;  fire  protec- 
tion, 357 
1  ullv,  playgrounds,  276 

Utica,  Potter  Street  School,  236;  toilet,  356; 

vacuum  cleaning  of  erasers,  360 
Utica  Free  Academy,  252;  laboratory,  305; 

commercial  room,  318;  lunch  room,  351 

Ventilation,  14,  28;  plants,  pictures,  287 
Vocational  training,  rooms  for,  41;  pictures, 
301 


Washington  Irving  High  School,  New 
York,  256 

Waterman-Waterbury  room  heater,  289 
Waterport,  82 

Watertown,  State  Street  building,  126 

Waverly  High  School,  192 

Weedsport  High  School,  201;  corridor  and 
stairway,  333 

Wellsville,  Martin  Street  building,  146 

Wellsville  High  School,  cooking  room,  313 

Westville,  playground.  278 

White  Plains  High  School,  224;  laboratory, 
305;  drawing  room,  319;  library,  343;  fire 
protection,  359 

Wilmont  School,  1  uckahoc,  104;  hre  pro- 
tection, 357 

Wilsonian  High  School,  Angelica,  156 

Wood  shops,  pictures,  314 

Woodlawn  Union  School,  109 

Yonkers,  gardens,  279 
\  orktown,  74 

i 

Section 


INDEX  TO  ASSEMBLY  DOCUMENTS  1917 


A                                           Doe.  No. 

Agriculture,  State  Department,  annual  report   11 

Albion,  Western  House  of  Refuge  for  Women,  annual  report   22 

American  Scenic  and  Historic  Preservation  Society,  annual  report   51 

American  Society  for  Prevention  of  Cruelty  to  Animals,  annual  report. ...  43 

Antietam  battlefield,  report  of  New  York  Monuments  Commission   23 

Assembl}^  bills,  supplemental  index   62 

committees,  list    3 

members    1 

B 

Batavia,  New  York  State  School  for  the  Blind,  annual  report   33 

Bath,  New  York  State  Soldiers'  and  Sailors'  Home,  annual  report   5 

Bills,  Assembly,  supplemental  index   02 

Blind,  New  York  Institute  for  the  Education  of,  annual  report   34 

Blind,  New  York  State  Commission  for,  annual  report   12 

Blind,  State  School,  for,  annual  report   33 

Boards,  commissions  and  departments,  see  specific  names  of. 

Bronx  Parkway  Commission,  report   7 

Buffalo,  LeCouteulex  St.  Mary's  Institution  for  Deaf  Mutes,  annual  report  39 

C 

Canals,  report  of  Comptroller  relating  to  expenditures  on   28 

Central  New  York  Institution  for  Deaf  Mutes,  Rome,  annual  report   40 

Charitable  institutions,  annual  report  of  Commission  on  sites,  grounds 

and  buildings   30 

Charities,  Fiscal  Supervisor,  annual  report   49 

State  Board  of,  answer  to  report  of  Commissioner  Strong   S 

Chattanooga  battlefield,  report  of  New  York  Monuments  Commission ....  23 
Commissions  and  departments,  see  specific  names  of. 

Committees  of  the  Assembly   3 

Comptroller,  State,  annual  report   20 

report  on  expenditures    16 

report  on  expenditures  on  the  canals   28 

special  report  on  municipal  accounts   61 

Conrad  Poppenhusen  Association,  annual  report   ^2 

Conservation  Commission,  annual  report   59 

Cornell  University,  State  Veterinary  College,  annual  report   56 

Crime,  statistics  of,  annual  report  of  Secretary  of  State   17 

D 

Deaf  mutes,  institutions  for  the  instruction  of  40,  41,  42,  45 

Departments,  see  specific  names  of. 

E 

Education  Department,  annual  report   50 

Excise,  Commissioner  of,  annual  report   29 

F 

Fire  Island  State  Park  Commission,  annual  report   14 

Fiscal  Supervisor  of  State  Charities,  annual  report   49 

Foods  and  Markets,  State  Department  of,  annual  report   55 


2 


G  Doc.  No. 

Gettysburg,  battlefield  of,  report  of  New  York  Monuments  Commission  on  23 

Governor's  message   2 

Grand  Army  of  the  Republic,  annual  report   58 

H 

Health,  State  Department,  annual  report   57 

Health  Ofiicer,  Port  of  New  York,  annual  report   21 

Historian,  State,  annual  report   54 

Hospital  Commission,  annual  report   9 

report  on  needs  for  additional  accommodations  for  the  insane   6 

I 

Industrial  Commission,  annual  report   46 

J 

Jewish  Protectory  and  Aid  Society,  annual  report   44 

Juvenile  Delinquents,  Society  for  the  Keformation  of,  annual  report   35 

L 

LeCouteulx  St.  Mary's  Institution  for  Deaf  Mutes,  Buffalo,  annual  report  39 

Library,  State,  annual  report   18 

M 

Malone,  Northern  New  York  Institution  for  Deaf  Mutes,  annual  report.  .  45 
Markets,  see  Foods  and  Markets. 

Members  of  the  Assembly   1 

Message  from  the  Governor   2 

Moving  picture  industry,  report  of  committee  to  investigate   25 

Municipal  accounts,  special  report  of  Comptroller  on   61 

Museum,  State,  annual  report   60 

N 

Nautical  School,  New  York  State,  annual  report   4 

New  York  City,  Institution  for  the  Improved  Instruction  of  Deaf  Mutes, 

annual  report    42 

New  York  Commercial  Tercentenary  Commission,  report   52 

New  York  Institute  for  the  Education  of  the  Blind,  annual  report   34 

New  York  Institution  for  Deaf  Mutes,  Malone,  annual  report   45 

New  York  Institution  for  the  Instruction  of  the  Deaf  and  Dumb,  annual 

report    41 

New  York  Juvenile  Asylum,  annual  report,  of  Children's  Village   37 

New  York  Monuments  Commission,  report    23 

New  York  Society  for  the  Prevention  of  Cruelty  to  Children,  anuual 

report    53 

New  York  State  Commission  for  the  Blind,  annual  report   12 

New  York  State  Hospital  for  Incipient  Pulmonary  Tuberculosi.s,  annual 

report    24 

New  York  State  Hospital  for  the  Care  of  Crippled  and  Deformed  Chil- 
dren, annual  report    19 

New    York  State  Library,  annual  report    18 

New  York  State  Museum,  annual  report    60 

New  York  State  Nautical  School,  aniuial  report   4 

New  York  State  School  for  the  Blind,  Batavia,  annual  report   33 

New  York  State  Soldiers'  and  Sailors'  Home,  anuual  report   5 

New  York  State  Veterinary  Collegi-,  annual  report   66 

Newtown  Battlefield  Reservation  Coniiiiission.  report   47 

Niagara  Falls,  State  Reservation  at,  annual  report   10 

Northern  New  York  Institution  for  Deaf  Mutes,  Malone,  annual  report..  45 


3 


0  Doc.  No 

Oxford,  Woman's  Relief  Corps  Home,  annual  report   ^3 

P 

Palisades  Interstate  Park  Commission,  annual  report   27 

Port  of  New  York,  Health  OflScer,  annual  report   21 

R 

Racing  Commission,  annual  report   36 

Ray  Brook,  New  York  State  Hospital  for  Incipient  Tuberculosis,  report.  .  24 

Rome,  Central  New  York  Institution  for  Deaf  Mutes,  annual  report   40 

Rome  State  Custodial  Asylum,  annual  report   15 

S 

Secretary  of  State,  annual  report  on  statistics  of  crime   17 

Sites,  grounds  and  buildings,  commission  on,  annual  report   30 

Society  for  the  Prevention  of  Cruelty  to  Animals,  annual  report   43 

Society  for  the  Reformation  of  Juvenile  Delinquents,  annual  report   35 

Spanish  War  Veterans,  report   31 

Standing  committees,  see  Committees. 

State  boards,  commissions  and  departments,  see  specific  names  of. 

State  Library,  annual  report    1 

State  Museum,  annual  report    6 

Statistics  of  crime,  annual  report  of  Secretary  of  State   1 

Supplemental  index  of  Assembly  bills   6 

Syracuse  State  Institution  for  Feeble-Minded  Children,  annual  report ....  2 


Treasurer,  State,  annual  report  , 

U 

United  Spanish  War  Veterans,  annual  report  

V 

Veterinary  College,  State,  annual  report  

W 

Watkins  Glen  Reservation  Commission,  annual  report  

Western  House  of  Refuge  for  Women,  Albion,  annual  report 
Woman's  Relief  Corps  Home,  annual  report  


